A STUDY OF THE INFLUENCE OF SPOKEN LIMON’S CREOLE ENGLISH ON THE DEVELOPMENT OF LEARNING SKILLS OF STANDARD ENGLISH ON STUDENTS AT LIMON DIURNAL HIGH SCHOOL, 2015
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A STUDY OF THE INFLUENCE OF SPOKEN LIMON’S CREOLE ENGLISH ON THE DEVELOPMENT OF LEARNING SKILLS OF STANDARD ENGLISH ON STUDENTS AT LIMON DIURNAL HIGH SCHOOL, 2015
- 1. UNIVERSIDAD MAGISTER FACULTAD DE EDUCACIÓN CARRERA DE LICENCIATURA EN ENSEÑANZA DEL INGLÉS MEMORIA PARA OPTAR AL GRADO DE LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS ISIONE WRIGHT BENNETT ZULMA CLAVIJO BARRETO SEPTIEMBRE, 2015
- 2. A STUDY OF THE INFLUENCE OF SPOKEN LIMON’S CREOLE ENGLISH ON THE DEVELOPMENT OF LEARNING SKILLS OF STANDARD ENGLISH ON STUDENTS AT LIMON DIURNAL HIGH SCHOOL, 2015
- 6. MEKATELYUI PATUA BROKEN ENGLISH STANDARD LIMON ENGLISH LIMON CREOLE ENGLISH LIMON CREOLE LANGUAGE
- 8. PROBLEM STATEMENT • How does spoken Limon’s Creole English influence the development of learning skills of Standard English on students at Limon’s Diurnal High School?
- 11. LIMON
- 12. H I S T O R Y
- 13. TRADICIONAL ENGLISH SCHOOL, Miss Zhilá. Almost 40 years ago.
- 14. BOOKS
- 15. METHODIST CHURCH ENGLISH SCHOOL, NOWADAYS Miss Luisa Hutchinson
- 18. LINGUISTIC VARIATION SOCIETY CULTURE GROUP MANIFESTATIONS MORPHOLOGICAL VARIATION INTERNAL STRUCTURE SEMANTICAL VARIATION WORD CHOICE SYNTACTICAL VARIATION STRUCTURES OF NEW PHRASES THEORICAL FRAMEWORK
- 20. DESCRIPTIVE INVESTIGATION POPULATION SAMPLE INSTRUMENT
- 21. RESULTS OF THE INVESTIGATION
- 22. GRAPH N.1 RANGE OF AGE 2,00% 10,00% 43,00% 45,00% 13 years 14 years 15 years 16 years or more Source: Zulma Clavijo and Isione Wright, 2015
- 23. Spanish no English Limon's Creole English Italian 5,00% 92,50% 2,50% GRAPH N°2 LANGUAGES THAT STUDENTS SPEAK Source: Zulma Clavijo and Isione Wright, 2015
- 24. 5,00% 5,00% 10,00% 10,00% 70,00% Mother Father Grand Mother No one in the family Everybody in the family GRAPH N°3 FAMILY MEMBERS THAT SPEAK LIMON´S CREOLE AT HOME Source: Zulma Clavijo and Isione Wright, 2015
- 25. GRAPH N°4. ABILITY OF STUDENTS SPEAKING LIMON´S CREOLE 82,00% 10,00% 7,50% Always Sometimes Never Source: Zulma Clavijo and Isione Wright, 2015
- 26. GRAPH N°5 ATTENDANCE TO A PROTESTANT ENGLISH SCHOOL Source: Zulma Clavijo and Isione Wright, 2015 29,00% 71,00% Never been to a Protestan English School Have been to a Protestan English School
- 27. GRAPH N°6 STUDENTS SHOULD LEARN TO SPEAK CREOLE ENGLISH. Source: Zulma Clavijo and Isione Wright, 2015 Should learn to speak Creole Should not learn to speak Creole 77,50% 22,50%
- 28. GRAPH N°7 REASON FOR NOT SPEAKING CREOLE ENGLISH 82,50% 7,50% 2,50% 7,50% Ashamed Do not speak it Affraid Lazy Source: Zulma Clavijo and Isione Wright, 2015
- 29. GRAPH N°8 PERCEPTION ON THE IMPORTANCE OF LEARNING CREOLE Source: Zulma Clavijo and Isione Wright, 2015 87,50% 12,50% Important Not Important
- 30. 92,50% 7,50% Should be taught Should not be taught GRAPH N°9. CREOLE LANGUAGE SHOULD BE TAUGHT IN THE CURRICULUM Source: Zulma Clavijo and Isione Wright, 2015
- 31. • Refusal • Lack of interestCONCLUSIONS •Familiar environment •Cultural context RECOMENDATIONS
- 32. Proposal of a workshop to encourage the use in the Afro descents families.
- 33. GENERAL OBJECTIVE Develop an action plan for strengthening the Creole English in the African descendant’s families in Limon
- 34. SPECIFIC OBJECTIVES CRISIS FACTORS STRATEGIES REALITY INTEGRATION
- 35. WORKSHOP: SCHOOL FOR PARENTS PROJECT
- 36. PROPOSAL DEVELOPMENT PROJECT • PROMOTE COORDINATION SCHOOL FOR PARENTS • DEVELOPMENT, EXPANSION AND GENERAL CONDITIONING FACILITATORS • COMMITMENT
- 39. FURTHER POSSIBLE STUDIES LONGER PROCESS WITH A BIGGER SAMPLE TO MEASURE THE SOCIOLINGUISTIC ASPECTS INTERFERE IN THE DEVELOPMENT OF THE CONTINUUM OF LIMON’S CREOLE ENGLISH IN PUBLIC SCHOOLS.