Abstract

Studies in second language acquisition (SLA) maintain that circumstantial L2 learning involves situations where members of a language minority must learn the majority language for reasons which they have little choice and which are typically associated to larger-scale world events, such as immigration, economic hardship, post-colonialism, war or occupation (Ortega, 2014). Unfortunately, the attitudes towards HCE being viewed as the “Pidgin problem”, especially in the school setting, where it was frowned upon and kept out of the classroom, has not been given considerate recognition. These contexts and incidents motivated the author to investigate about the myths and beliefs towards the nature of Pidgin, and concerns that underlie these questions asked by many educators and linguists on opposite sides of the spectrum: Is speaking a pidgin (or “nonstandard” English) detrimental in the classroom? Is standard English the best language? In this paper, the author attempts to answer these questions by presenting: key terms, a brief history of pidgin and creoles, beliefs towards pidgin, introduce educational programs and concerns of pidgin in the classroom, and research in SLA that have become beneficial and supportive of pidgin in the classroom.

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call

Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.