Kwéyòl in Postcolonial Saint Lucia -- Editorial page -- Title page -- LCC data -- Table of contents -- Preface -- 1 Introduction -- 1.1 Saint Lucia -- 1.2 Other Caribbean territories -- 1.3 Globalization -- 1.3.1 A global Lingua Franca -- 1.3.2 Regional globalization and common markets -- 1.3.3 Global cultural exchange -- 1.3.4 The emergence of global culture -- 1.3.5 The cross-border movement of people -- 1.3.6 Global pan-cultural cooperation -- 1.3.7 The re-affirmation of national and local cultural identities -- 1.3.8 Urbanization -- 1.4 Language planning -- 1.5 National development -- 1.5.1 Language planning and the economy -- 1.5.2 Language planning and the provision of social goods -- 1.5.3 Language planning and cultural transformation and integration -- 1.6 The unique status of Creole languages -- 2 Colonial background -- 2.1 European colonialism in the Caribbean -- 2.1.1 African slavery -- 2.1.2 Emancipation and the European civilizational project -- 2.1.3 Surviving African cultural traits and linguistic influence -- 2.2 Saint Lucia's earliest colonial history -- 2.3 The birth of Saint Lucian Afro-French, Creole culture -- 2.3.1 African component in Saint Lucia's colonial linguistic heritage -- 2.3.2 Coexistence of French and Kwéyòl under the French -- 2.3.3 Early Creole aspects of religion -- 2.3.4 The impact of the French Revolution -- 2.4 The pre-emancipation British colonial era -- 2.4.1 Persistence of French language and culture -- 2.4.2 Inroads by the English language and British culture -- 2.4.3 Early multicultural, multilingual experience -- 2.5 Emancipation and the advent of British civilization -- 2.5.1 The stigmatization of Kwéyòl -- 2.5.2 English-only education -- 2.5.3 The abolition of French and continued links with Martinique -- 2.5.4 Labor shortage and the influx of English-speaking migrants to Castries.

2.6 The early twentieth century -- 2.6.1 The role of the schools in spreading English -- 2.6.2 Early urban-rural sociolinguistic divide -- 2.6.3 Gains in the knowledge of English -- 2.7 The post-World War II, pre-independence era -- 2.7.1 Overt official hostility toward Kwéyòl -- 2.7.2 Improvements in education, transportation, and communications -- 2.7.3 Early demographic ties with the English-speaking world -- 2.7.4 Social stratification and the demise of Kwéyòl -- 3 Kwéyòl cultural nationalism -- 3.1 Global trend of decolonization -- 3.1.1 Asia -- 3.1.2 Africa -- 3.1.3 The Caribbean -- 3.2 The beginnings of Saint Lucian Creole nationalism -- 3.2.1 Early public affirmation of Kwéyòl -- 3.2.2 Liberation theology and the organization of pro-Kwéyòl activity -- 3.3 The Folk Research Centre -- 3.3.1 The influence of external ideas on FRC founders -- 3.3.2 The expansion of the FRC mission -- 3.3.3 Focus on the cultivation of Saint Lucian cultural identity -- 3.3.4 Organizational maturation -- 3.3.5 Advocacy vis-à-vis the government -- 3.3.6 A widening, enduring mission -- 3.3.7 FRC member visions -- 3.4 Jounen Kwéyòl -- 3.4.1 Groundwork to promote Kwéyòl and valorize Afro-French, Creole culture -- 3.4.2 Saint Lucia's most popular national holiday -- 3.4.3 Creole Heritage Month -- 3.4.4 Importance for attitudinal change -- 4 An Anglophone country in an English-speaking world -- 4.1 An English-speaking global community -- 4.2 Saint Lucia: A British-modeled, English-speaking country -- 4.3 Regional integration -- 4.3.1 CARICOM and OECS -- 4.3.2 Intra-Caribbean migration -- 4.3.3 Educational exchange -- 4.3.4 Music and regional identity -- 4.4 Saint Lucia and the wider English-speaking world -- 4.4.1 The United Kingdom -- 4.4.2 The Commonwealth -- 4.4.3 Canada -- 4.4.4 The United States of America -- 4.5 Urbanization.

4.5.1 The collapse of the banana industry and rural-to-urban migration -- 4.5.2 The primacy of Castries -- 4.5.3 Greater Castries opportunities, rural district want and poverty -- 5 The Francophonie and Créolophonie -- 5.1 The Francophonie -- 5.1.1 The Francophone Summits -- 5.1.2 Saint Lucia's participation in the Francophonie -- 5.1.3 The pluricentric nature of French in the contemporary global era -- 5.2 The global Créolophonie -- 5.3 Cultural nationalism in the Créolophonie -- 5.3.1 Haiti -- 5.3.2 Martinique, Guadeloupe, and French Guiana -- 5.3.3 Réunion, Mauritius, and the Seychelles -- 5.3.4 Dominica -- 5.4 The Créolophonie as pan-cultural movement -- 5.4.1 The Comité international des études créoles (CIEC) -- 5.4.2 The creation of Bannzil Kréyòl -- 5.4.3 The dissolution of Bannzil Kréyòl -- 5.4.4 French Creole music -- 5.5 Saint Lucia and the Créolophonie -- 5.5.1 The development of a Kwéyòl orthography -- 5.5.2 Patois-to-Kwéyòl name change -- 5.5.3 The conception of Jounen Kwéyòl -- 5.6 The Créolophonie as inscribed within the Francophonie -- 5.7 Cooperation between Saint Lucia and Martinique -- 6 Government and democracy -- 6.1 Postcolonial global trends -- 6.1.1 Asia -- 6.1.2 Africa -- 6.1.3 The Caribbean -- 6.2 Saint Lucia's late pre-independence years -- 6.3 Early government-backed Kwéyòl language planning initiatives -- 6.3.1 Deliberate attempts to tackle anti-Kwéyòl bias -- 6.3.2 The National Consultation on Education -- 6.3.3 MOKWEYOL -- 6.3.4 Failure to institutionalize Kwéyòl-friendly language planning gains -- 6.4 The conservative years -- 6.4.1 Changing political status of Kwéyòl -- 6.4.2 Governmental support of Kwéyòl and the FRC -- 6.5 Cultural nationalist views on Kwéyòl in the government -- 6.5.1 Language and democracy -- 6.5.2 Full societal bilingualism -- 6.6 The return of active governmental backing of Kwéyòl.

6.6.1 Semi-officialization of Kwéyòl -- 6.6.2 Greater visible government support -- 6.6.3 Influence of pro-Kwéyòl cultural nationalist ideas -- 6.6.4 The return of the UWP -- 6.7 Saint Lucian attitudes toward governmental use of Kwéyòl -- 7 Literacy, the schools, and higher education -- 7.1 Global postcolonial trends -- 7.1.1 Asia -- 7.1.2 Africa -- 7.1.3 The Caribbean -- 7.2 Kwéyòl corpus planning gains -- 7.2.1 Kwéyòl dictionaries -- 7.2.2 Kwéyòl grammars -- 7.2.3 Written materials in Kwéyòl -- 7.3 Literacy -- 7.4 The schools -- 7.4.1 Early attempts to formalize Kwéyòl as a language of instruction -- 7.4.2 Greater tolerance of Kwéyòl on school grounds -- 7.4.3 Renewed efforts to promote Kwéyòl as an instructional language -- 7.4.4 The pro-Kwéyòl activists -- 7.4.5 Experimental usage of Kwéyòl in the schools -- 7.5 Saint Lucian attitudes toward the use of Kwéyòl in the schools -- 7.6 Challenges to expanding the use of Kwéyòl in the schools -- 7.7 Higher education -- 8 The mass media -- 8.1 Global postcolonial trends -- 8.1.1 Asia -- 8.1.2 Africa -- 8.1.3 The Caribbean -- 8.2 The printed media in Saint Lucia -- 8.3 Television -- 8.4 Kwéyòl language radio broadcasting -- 8.4.1 Early development of Kwéyòl radio broadcasting -- 8.4.2 Expansion of Kwéyòl radio programs -- 8.4.3 The role of government-owned Radio Saint Lucia -- 8.4.4 The FRC's involvement -- 8.4.5 Jounen Kwéyòl -- 8.5 Radio and the Créolophonie -- 8.5.1 The Dominican connection -- 8.5.2 Music from the French West Indies -- 8.5.3 Haitian music -- 8.6 Pro-Kwéyòl activist involvement in radio -- 8.7 Attitudes toward the use of Kwéyòl on the radio -- 9 The changing status of Kwéyòl -- 9.1 A view from the pro-Kwéyòl cultural activists -- 9.1.1 Social class, education, and international experience -- 9.1.2 Language background and knowledge -- 9.1.3 Factors facilitating the promotion of Kwéyòl.

9.1.4 Perceived changes in attitudes toward Kwéyòl -- 9.1.5 Perceived changes in patterns of language use -- 9.2 Language knowledge and use within the general population -- 9.3 Attitudes toward Kwéyòl within the general population -- 10 The enduring attraction and assimilative power of English -- 10.1 Persistence of negative attitudes toward Kwéyòl -- 10.2 The assimilative draw of globalization -- 10.2.1 The insignificance of Kwéyòl vis-à-vis the global economy -- 10.2.2 The evaporation of international funding for pro-Kwéyòl projects -- 10.3 Knowledge and use of English within the general population -- 10.3.1 Vernacular English of Saint Lucia -- 10.3.2 Influence of English on Kwéyòl -- 10.4 Attitudes toward English within the general population -- 10.4.1 Perceived need to improve quality of Saint Lucians' English -- 10.4.2 English universally important for children to learn -- 10.4.3 English valued for global communication and opportunity -- 10.5 Perceptions of sociolinguistic change -- 11 The role of French in the nation -- 11.1 Saint Lucia's French heritage and ties with the French Caribbean -- 11.1.1 Informal ties -- 11.1.2 Efforts to advance regional integration through language -- 11.2 France's interest in and cooperation with Saint Lucia -- 11.2.1 French to facilitate deeper Franco-Saint Lucian ties -- 11.2.2 The expansion of French in the schools -- 11.3 Pro-Kwéyòl activist perceptions on pan-cultural cooperation -- 11.4 Pan-cultural connections and identities -- 11.4.1 Martinique versus Barbados -- 11.4.2 Haiti versus Jamaica -- 11.4.3 France versus England -- 11.4.4 Awareness of Saint Lucia's linguistic affiliations -- 11.5 Knowledge and use of and attitudes toward French -- 12 Conclusions and language planning implications -- 12.1 The impact of globalization -- 12.2 Language death.

12.3 Language planning and policy tried and implemented elsewhere.