Originating from the linguistically diverse Caribbean, Anglophone Caribbean Creole speakers come from diglossic sociolinguistic contexts where standard English co-exists with various Creoles, such as Jamaican Creole (or 'patois'), Guyanese Creole, and Trinidadian Creole, among others. While Creole languages serve as significant cultural identity symbols for Caribbean people, they also act as class markers and are sometimes stigmatized as non-standard languages. EFL instructors from this region often grapple with the perception of their English variety in Japanese ELT, which may be labeled as "non-native" and negatively contrasted with the more "prestigious" Inner Circle varieties of American and British English. Nevertheless, some of these educators attempt to strategically carve out implementational spaces (Hornberger, 2023) to champion plurilingualism and promote diversity by introducing students to their ways of speaking. Adopting an Unequal Englishes framework (Tupas, 2015; 2024), this study reports the findings of in-depth, semi-structured interviews with several English-speaking Caribbean educators across formal and private language school contexts in Japan. It gauges Caribbean educators' perspectives on promoting Creole languages within the EFL environment and examines power dynamics within language classrooms, exploring how certain varieties might be given precedence over others. Additionally, the study considers how implementational spaces for multilingual TESOL may be potentially created by some teachers but closed by others due to a variety of sociocultural and psychological factors.

Authors:
Gregory Paul Glasgow, Kanda University of International Studies, Japan

About the Presenter(s)
Gregory Paul Glasgow is an Associate Professor in the Department of English at Kanda University of International Studies, Japan.

Connect on ResearchGate
https://www.researchgate.net/profile/Gregory-Glasgow

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