1. Pidgins and Creoles as
Resources in the Classroom
By:
Abdul Majid Robiansyah
Muhammad Ainul Muiz
Nawan Riyan Zufar
Winny Nurbayti

2. Outlines
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Attitudes toward Pidgin and Creole Language
Origins and Development of Pidgins and Creoles
Theoretical and Methodological Issue
Structure and Functions of a Creole
An English Creole of South Carolina
Pidgins and Creoles as Resources in the Classroom
Summary

3. Introduction
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20 years ago, Nicholas with a young African American boy,
Driving through a big four-wheelers (Weccamaw Neck in Coastal South Carolina)
The boy was native creole of Gullahcloser to standard English of Nicholas
B: He gon catch we back,
N: huh?
B: He gon catch us again!
Gon auxiliary for future

4. Introduction
• Some new teacher design some students to be their translator
• In 4 years, the African-American students (girls) were able to switch both of
the language varieties.
• Boys were rejected to use the formal language
• When the teacher assessed students to read a script of their speaking
transcribe, some of them use standard English for oral reading.

5. Attitudes toward Pidgin and Creole Language
Pidgin and creole, which are essentially new language varieties created out of old
cloth.
They are typically spoken, they are often viewed with disdain by both their user
and by society at large, do not have a respected body of written literature
Inaccurate, incompletely version of prestige language.
The low prestige of pidgin or creole language varieties in most school setting can
inhabit, and even prevent, educational success.

6. Origins and Development of Pidgins and
Creoles
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Pidgin and creoles are linked an a continuum of language development
Pidgins arise when people of many language backgrounds engage in extensive
trading or forced labor, often in coastal areas near major seaports.
Harris(1986) 3 conditions needed for emergence of pidgin language : Lack of
effective bilingualism, need to communicate, restricted access to target language.
A creole can develop from a pidgin language if certain social condition come into
play.
Speaker of creole typically use it as a first language, whereas speakers of a pidgin
use it as a second, third, or even fourth language.

7. Theoretical and Methodological Issue
Derek
Bickerton
Carol
MyersScotton
• Bioprogram Theory
• Code-switching

8. Structure and Functions of a Creole
• English :
 Adjective
 Nouns
 Verbs
: Ee hard, John?
: My stomach ee roll.
: That lady look to the bottom.

9. Structure and Functions of a Creole (Cont.)
• Gullah language :
 Lack of verbal inflection of tense
“Me and Daryl hear a car say”
 Lack of nominal inflections for possessive
“And then Teria dog”
 Preverbal markers of speech
“Teria dog done get him”

10. An English Creole of South Carolina
• To discover the prominent differences between their students’ language
and their own.
• To understand the learning styles of multiethnic and multilingual students.

11. Pidgins and Creoles as Resources
in the Classroom
• Teacher has to understand students as quickly and as well as possible.
• Pidgin and creole languages are used as language of instruction.
Reports by Jeff Siegel (1993) about the use of pidgin and creole in Australia.
• Early education succeeds if conducted in the child’s native language.
Support the use of pidgin and
creole in the classroom
Against the use of pidgin and creole
in the classroom

12. Pidgins and Creoles as Resources
in the Classroom (cont.)
• Teachers must know something about language and cultures of their
students  to develop relevant curricula.
• A variety of school community undertaking;
• Collaborative ethnographic studies by school and university-based collaborators,
• Afterschool literacy programs conducted and school visits by parents and community
members,
• Interactive journals between teachers and parents, and
• Community-based research conducted by teachers and students

13. Summary
• Pidgin and creole languages are new languages which are needed to
communicate each other by people from different background in a certain
circumstance.
• Teacher must aware and understand toward the difference of students’
background in the classroom.
• Teacher has to know the goal of the learning process and should know about
students’ language and culture.

14. Thank you