By Natalie McDonald

Reflecting on many interesting conversations I have had, I noticed a similar theme among my Caribbean family members and friends when it came to language. Many of them deliberately chose to speak Standard English rather than Creole or Patwa dialect. This got me thinking: Why are people choosing not to speak their native language? As a child of Caribbean parents, a certified teacher and a current Master of Education student in desperate need of a thesis topic, I became intrigued by this phenomenon and began to ponder the role that education played.

‘Eurocentrism’ is the view that European culture, thought and discourse are superlative. Due to the historical breadth and power of the British Empire, Standard English has become the single most powerful, widespread language in the world. Native languages and dialects have been wiped away in place of Standard English in the economy, government and schools.

Though most Caribbean islands have gained independence, the British Caribbean is still strongly influenced by Eurocentric ideals, especially in regards to education. The Caribbean school system recognizes Standard English as the primary language of instruction, even though Creole or Patwa dialect is more commonly used outside of school as well as in the home. The promotion of Standard English as the only language of acceptable communication in schools comes at the cost of rendering Creole or Patwa dialect substandard.

A distinction is made between “proper” (Standard English) and “broken” English (Creole and Patwa dialect). Some people consider Creole and Patwa dialect to be a form of uneducated, “yardie” or “country” slang. But who really has the power to define what “proper” and “broken” language is? Who has the power to consider a language legitimate or illegitimate?

I believe that it is important for teachers to consider multiple languages and forms of language in classrooms to accommodate all students. Within a school setting, students will not experience a true and holistic sense of empowerment unless their language of identity is validated, accepted and legitimated throughout their educational experience.

This belief surpasses the Caribbean context and is applicable on a global scale to other countries and people who have been influenced by colonization and Eurocentrism, especially in the age of globalization and increased migration. It is crucial to understand how a colonial history has shaped global education systems and affected students worldwide.

My hope is to promote the use of Creole and Patwa dialect as an acceptable and validated language in Caribbean classrooms, so that Creole and Patwa dialect speakers can be empowered to use their native language without consequence or stigma from educators. I don’t believe that we must do away with Standard English in the classroom, but instead use it along with Creole and Patwa dialect to provide students with a holistic educational experience.

Natalie McDonald is a second-year Master of Education and Latin American and Caribbean Studies Diploma student at York University, having already completed her honours Bachelor of Arts and Bachelor of Education. For her proposed thesis work, she is a 2011 recipient of the Joseph Armand Bombardier Canada Graduate Scholarship.

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