Letter of the Day - Patois has its place, but let's teach English

THE EDITOR, Sir:

MY EXPERIENCES while trying to teach English as a second language to learners (of all ages), whose mother tongue is Patois, have been challenging. This is an activity never to be underestimated, because English is not the easiest language to be taught. Let's consider the sounds of - ough in 'bough, cough, dough, enough, rough, tough, though, through and thorough.'

The syntax does not necessarily lend itself to equivalence. Morphology is unique. Consider its graphemes. In a possible lesson on singular and plural nouns:-

Boys, books and beds would be 'bwoy dem, 'book dem' and 'bed dem'. For internal changes 'the men and women' would not be 'men dem or women dem, but 'di man dem an' 'di ooman dem! A student who has already learnt 'mice rat' or 'micy' will not easily internalise 'mice' as plural for 'mouse'.

The initial 'w' sound poses problems for speakers in many contexts. I have heard 'orum' for 'worm' and 'rirk' for 'work'. Who will standardise pronunciation? Adjectives have always been fascinating:- dead, stone dead and stiff stone dead; bad, badda dan and the dynamic insert 'ricked'! Not necessarily 'wicked', just superb!

I always emphasised cultural and linguistic relevance in my years of classroom practice. It was Professor Dennis Craig who influenced my interest in Creole and Pidgin languages. Incidentally, I specialise in the vernaculars of St. Elizabeth, the parish of my birth. Having seen and heard many learned persons struggle in their effort to master both spoken and written English, I will however admit that I prefer to hear Patois than poor English.

I teach Spanish best to those who have mastered the rudiments of English. I struggle in my efforts to teach English and Spanish simultaneously, because I hear the patois interference at all levels.

Patois has its place. I like its humour, versatility and economy. Jokes in English don't always impact. However, having been privileged to read some of the errors recorded at the CXC level, (General included), by students who tried to write an English version of Spanish, I would like to encourage educators and educationists to think twice. Let's try to help our youngsters to learn some English during contact periods. They do acquire the patois necessary for cultural expressions, in informal environments.

I am, etc.,

BRENDA SMITH (Miss)

Greater Portmore

St. Catherine

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