Using a Pidgin Language in Formal Education: Help or Hindrance?

Abstract

Pidgin and creole languages are rarely used in formal education because of three arguments: (1) they are degenerate languages; (2) it is a waste of time to use a pidgin or creole when the standard language is the key to success in education and employment; and (3) the use of a pidgin or creole will interfere with students, subsequent acquisition of the standard language. Linguists can easily refute the first two arguments, but not the third, because of the special circumstances when a pidgin or creole is L1 and its lexifier language is L2. This article presents the results of research which examines the claims of the third argument. This research is part of an evaluation of a pre-schoolprogram in Papua New Guinea which uses Tok Pisin (Melanesian Pidgin, English) as the medium of instruction and initial literacy for students who then go on to an English-medium community school. The results show that initial instruction in Tok Pisin is actually more of a help than a hindrance to learning English and other subjects.