Abstract
The interface between creole studies and language change has been a tumultuous area since the late 1990s. Evidence has been found confirming that children created Hawaiian Creole English; the “decreolization” approach to the creole continuum has become largely obsolete; work on creoles and grammaticalization has expanded beyond its former concentration on Tok Pisin; creolists working within the generative syntax tradition have questioned whether creolization is a distinct process at all; other work argues that creoles are synchronically as well as sociohistorically definable; and the very centrality of plantation contexts' sociology to creole genesis has been questioned. Concepts often taken as assumptions ten years ago are now widely questioned, even the very definition of creole itself.
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