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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
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
BACKGROUND
Geographical
Linguistics
Variations
Sociocultural
JUSTIFICATION
BASILECT
LIMON CREOLE
MESOLECT
ACROLET
STANDARD LIMON
CREOLE
MEKATELYUI
PATUA
BROKEN
ENGLISH
STANDARD
LIMON
ENGLISH
LIMON
CREOLE
ENGLISH
LIMON CREOLE
LANGUAGE
LIMON
CREOLE
SPEAKERS
SPANISH
LIMON
STADARD
ENGLISH
SPANISH
LIMON
CREOLE
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?
Origins
Characteristics
LCE
Importance
Continuum
Learning
Strategies
Learning
Skills
OBJECTIVES
Language
Learning
Skills
Standard
English
Students
Creole
English Continuum
Language
Learning
Process
Variables
Socio-
Cultural
LIMON
H
I
S
T
O
R
Y
TRADICIONAL ENGLISH SCHOOL,
Miss Zhilá.
Almost 40 years ago.
BOOKS
METHODIST CHURCH ENGLISH SCHOOL, NOWADAYS
Miss Luisa Hutchinson
Limon Diurnal
High School
LINGUISTIC
VARIATION
SOCIETY
CULTURE
GROUP
MANIFESTATIONS
MORPHOLOGICAL
VARIATION
INTERNAL STRUCTURE
SEMANTICAL
VARIATION
WORD CHOICE
SYNTACTICAL
VARIATION
STRUCTURES OF NEW
PHRASES
THEORICAL
FRAMEWORK
DESCRIPTIVE INVESTIGATION
POPULATION SAMPLE INSTRUMENT
RESULTS OF THE INVESTIGATION
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
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
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
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
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
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%
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
GRAPH N°8 PERCEPTION ON THE IMPORTANCE OF
LEARNING CREOLE
Source: Zulma Clavijo and Isione Wright, 2015
87,50%
12,50%
Important Not Important
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
• Refusal
• Lack of interestCONCLUSIONS
•Familiar environment
•Cultural context
RECOMENDATIONS
Proposal of a workshop to
encourage the use in the
Afro descents families.
GENERAL OBJECTIVE
Develop an action plan for strengthening the
Creole English
in the African descendant’s families in Limon
SPECIFIC OBJECTIVES
CRISIS FACTORS STRATEGIES
REALITY INTEGRATION
WORKSHOP: SCHOOL FOR PARENTS
PROJECT
PROPOSAL DEVELOPMENT
PROJECT • PROMOTE COORDINATION
SCHOOL
FOR
PARENTS
• DEVELOPMENT, EXPANSION AND
GENERAL CONDITIONING
FACILITATORS • COMMITMENT
SAMPLE
ETHNICY
GEOGRAPHICAL
AREA
LONGEVITY
IMPACT
CULTURAL EDUCATIONAL
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.
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