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POSTED BY MIZ JOHN A T
3: 43 P M
cake all the ingredients must be used and preparations thorough before baking. Firstly the ingredients: study which is lightened with periods of recreation, physical health, managing stress. (The analogy would continue for several paragraphs even) SIMILE (note spelling well) Compares using the like, as, resembles, looked as though etc. e.g. His exam worries even after the event were as if a rat was gnawing at his brain. PERSONIFICATION Compares non-human, inanimate elements OR abstract concepts to using HUMAN qualities e.g. The building stared down at him daring him to enter OR Justice is never kindly but it is ruthlessly fair. If the qualities are not human then the comparison is a metaphor e.g. A beast of a car. ANTHROPOMORPHISM Gives animals human characteristics e.g. The fox spoke to the cubs and then strolled away with a dancing step. ALLUSION Uses familiar classical, biblical or other well know cultural references . E.g. Anasi-like cunning
DEVICES OF EMPHASIS HYPERBOLE Exaggerates qualities of an element or an overstatement (sometimes for comedic effect). E.g. I could eat my shoes Im so hungry.
REPETITION Uses repetition of either words, phrases or even a whole sentence. E.g What if I dont make it, what if I cant pass, what if I fail
DEVICES USING SOUND Alliteration similar consonant sounds Assonance similar vowel sounds Onomatopoeia - the word sounds like the sound
A search of the internet will bring up many more complex and obscure devices.
POSTED BY MIZ JOHN A T
10: 12 P M
6. evaluate the effect of source, context, medium or channel on the reliability and validity of information 7. gather information about current issues 8. evaluate information about current issues 9. present in appropriate oral form the evaluation of (8); 10. create a portfolio of oral and written work CONTENT 1. Structural competencies a. Grammar b. Usage c. Word choice d. Spelling e. Punctuation f. Pronunciation g. Enunciation h. Correcting errors and mistakes, revising and editing drafts 2. Levels of comprehension a. Understanding levels: literal, interpretive, analytical, application, synthesis, evaluative b. Understanding modes, genres and types of speech and writing, with specific attention to organisation and language used c. Levels of comprehension to different modes, genres and types of speech and writing i. Expository (for example definitions, technical writing) ii. Literary (for example prose fiction, poetry, drama) iii. Argumentative a. Forms (deduction, induction, analogy, authority) b. Fallacies (such as non sequitur, unproved assertion c. Evaluating arguments 3. Study and summary skills
a. General study skills i. Preparing to study (understanding mental, emotional and physical connections, scheduling and controlling distractions) ii. Defining and distinguishing between reading and listening iii. Setting purposes for reading (surveying, skimming and scanning) iv. Setting purposes for listening (general, specific) v. Understanding factors which affect reading and listening comprehension b. Summary skills i. Note taking and note making ii. Distinguishing between main and subsidiary ideas iii. Understanding logical linkages between ideas iv. Formulating topic sentences and linking them to subsidiary ideas v. Sequencing vi. Condensing vii. Writing outlines viii. Writing continuous prose summaries ix. Editing drafts (peer evaluation and self evaluation)
POSTED BY MIZ JOHN A T
8: 59 P M
- A report on the challenges you faced while researching the presentation. - A conclusion You cannot read from a full script You can use notes in bullet point/ key words form (apart from details of references and statistics) The notes should cover no more than 8 small index cards (or paper the size of index cards) You can use visual aids but they are not a requirement You should wear school uniform which conforms strictly to the dress code for the examination You can find a more detailed explanation of the expository presentation here Labels: exposition, presentation, SBA
POSTED BY MIZ JOHN A T
10: 47 AM
Encyclopedias 1. http://www.libraryspot.com/encyclopedias.htm 2. http://www.wikipedia.org/ 3. http://www.ipl.org/ General search engines 4. http://www.google.com/ 5. http://www.google.co.vc/ 6. http://www.yahoo.com/ 7. Meta-search engines (searches search engines) 8. http://www.metacrawler.com/ Find subject directories for a specific field (academic) 9. http://www.lii.org/ 10. http://infomine.ucr.edu/ 11. http://www.academicinfo.net/ General directories 1.7. http://www.google.com/dirhp%208 13. http://dir.yahoo.com/ Other directories which might help Google books and Google Scholar 14. Searches specialised data bases or the invisible web as not all websites are listed 15. http://www.searchability.com/ Finding journals and other publications http://www.e-journals.org/ (some are pay services listed) http://www.doaj.org/ (free journals)
General ideas for Caribbean 16. http://www.caribbeannetnews.com/ 17. http://www.cavehill.uwi.edu/bnccde/info.htm Labels: presentation, research, SBA
POSTED BY MIZ JOHN A T
6: 30 AM
are retired from their previous occupation which they pursued in a more developed country such as the United States, Canada or Great Britain or they have been working in another Caribbean state. According to statistics from the Customs Department given to me by Mrs B Chalres in an interview 4361 people claimed the concession for returning residents in 2005. Returning migrants experience 5 phases of adjuststment when returning which can be termed as culture shock." NOTE WELL I CANNOT HAVE THIS ON MY CARDS WHICH I TAKE INTO THE EXAM. It would look like this Theme ; Returning Migrants to St Vincent. a group within the population of St Vincent a significant time away from the island returned to permanently settle retired from their previous occupation (the United States, Canada or Great Britain) OR working in another Caribbean state. Customs Department (Mrs B Charles) 4361 people claimed the concession for returning residents in 2005. Returning migrants experience 5 phases of adjustmentwhen returning which can be termed as culture shock. 2. A rationale In the rationale you need to explain why you picked the theme and it can form part of the introduction. In the rationale you should mention any personal interests, current academic links and future career plans which influenced your decision to choose the theme For example I chose the theme returning migrants to St Vincent and specifically to focus on culture shock because I am a wife of a returning migrant. I have a BSc honours in
Sociology and the concept of culture shock is part of socio-cultural studies carried out by Kavelo Oberg 1958. In the future I will be submitting my Masters thesis on this specific issue. NOTE WELL I CANNOT HAVE THIS ON MY CARDS IT MUST BE NOTE FORM 3. Discussion of issues The discussion of issues is the factual presentation about the theme and its narrowed focus based on the thesis statement. Remember this will be about 3 minutes or so it is not long. It should have a distinct organisational pattern and you should aim for one of the expository structures such as cause and effect, process analysis, analysis by division, classification etc (See Writing in English) It should also be referenced and include any research findings. You will also need to give a conclusion to your factual presentation as a sort of sub conclusion dont wait until the end Here is an example of a possible outline for my example presentation (not all of it). It uses the organisational pattern of process analysis Remember you cannot read from a script! Culture shock 5 phases Honeymoon, rejection/ regression, conformist, assimilation, reverse culture shock Honeymoon Centre for Overseas Travel the tourist phase Questionnaire (300 returning migrants) 78% not feel tourist 82% elated Rejection Oberg frustration etc
Questionnaire 50% wanted to return after 3 months, Reasons, poor service, backward attitude, nothing to do, boring Interview Dr Sheridan Mental health presentations tend to be in 1st 4 months of return.
4. Challenges of research You need to discuss what difficulties you faced in preparing your factual presentation. If you did not have any difficulties then just explain why. For example (in note form) Questionnaires time consuming, identifying sample, Other sources - no central data on returnees, newspaper articles useful Academic research not on St Vincent 5. Evaluation of two sources For this aspect of the presentation you need to discuss your research. The two sources need not necessarily be given as a reference in the presentation but they should be relevant. You should try to select two different types of data source e.g. a newpaper article and an interview. You may want to very briefly summarise all your sources before evaluating two for reliability and validity. Please see other parts of the blog for information on reliablity and validity. For example (in note form) Secondary sources: academic text books and journals, local and international newspapers and magazines, web sites: international public organisations e.g. Peace Corps general sites e.g. Wikipedia Primary sources interviews of experts in St Vincent questionnaire of returning migrants.
Questionnaire of returning migrants Reliable: primary data source, research method suited to collecting data for social research Valid: Problem with sample size as total population of RMs unknown Problem with generalisation as differences between UK, US and other RMs more research needed. Overall reliable and reasonably valid The Experience of Return Migration: A Caribbean Perspective, Joan Phillips and Reliable Denis Conway, Ashgate Press, London 2005 Author expert Phd Social Anthrop. Specialised Caribbean writer Canada Publisher: reputable, specialst academic main interest Social research Valid Recently published Problem no reference to St Vincent Overall general but very reliable and valid source 6. Conclusion The conclusion should be slightly different to the internal summary conclusion in your discussion of issues. At this stage you can express a personal view or put forward a possible solution. For example (in note form) Returning migrants YES culture shock 3 ways Honeymoon Rejection Conformist NO assimilation Solutions Programme promote overseas, keep in touch, Information - government
FINALLLY See my other post about the reseach using the internet for idea. Make sure that you are aware of the requirements for acceptable notes during the exam and be familiar with the marks scheme - it is not only content that is marked but also presentation skills. Labels: assessment, exposition, module 1 research, presentation, reliability, SBA, validity
POSTED BY MIZ JOHN A T
6: 15 AM
compares its rate of interest to other savings institutions in St Vincent in last weeks local newspaper
Question 2 Evaluate 3 of the references above in Question 2 for reliability and validity. Make sure you evaluate both source of the data and the data itself. Question 3 Evaluate the credibility ONE of the following websites.
http://www.guyanacaribbeanpolitics.com/ http://anthurium.miami.edu/home.htm http://www.geocities.com/CollegePark/Classroom/9912/kamguidepg.html Question 4 The Principal wishes to research whether changing to an Associate Degree from the current A level / CAPE programme would be successful. (a) What 3 different methods of research could he use to gather data on which to base his decision? State the method in detail and the source from which the data would be gathered for each method. (b) What factors might affect reliability and validity of one of the methods you chose. What could be done to minimise the effects of the factors you have identified. (c) The Community College has 830 students of which 700 are female and 130 are male.
Discuss the effect of sample size and demographic representation (include all the factors) if the Principal wishes to ensure a reliable and valid sample of the students. (d) The Principals is in favour of changing to an Associate Degree. How might this cause bias in interpretation of the data? Question 5 The following questions are from a survey into herbal medicine. Comment on the effectiveness of each question in generating reliable and valid data 1. Do you use alternative medicine? 2. Is herbal medicine a good or a bad thing? 3. Which of the following ways have you obtained herbal medicine / have you used herbal remedies (a) prescribed by a health professional e.g. registered nurse or doctor (b) herbal remedies suggested by other health practitioners e.g. bush doctor, herbalist (c) over the counter herbal remedies purchased at a pharmacy (d) herbal remedies from your own garden/collected by you (e) any other method of obtaining herbal remedies (Please give details) 4 (a) Have you used herbal medicine Yes / No / Not sure (b) What illnesses have you taken herbal medicine to relieve?
Question 5 You are carrying out research into attitudes towards recreational use of cannabis. Other than questions to elicit demographic information suggest 4 questions two open and two closed in the sequence they would appear in the questionnaire to generate data.
7: 36 AM
Reliability Can the source provide the data? For a source to be reliable we must evaluate the ability of the source to provide the information. We are looking at the question Is it likely that this source can provide this data?
The issue is therefore authority. To evaluate authority we can look at several aspects of the data source. Author - Is the author an expert in the field? What qualifications do they have? For example an article on a website about HIV+ written by medical doctor might have more authority than one written by some one without qualification. Professional standards. Does the author have certain professional standards? The example of a doctor immediately comes to mind. Similarly academic writers who are published in academic journals or books have to conform to standards and have their work checked by other academics. Journalists mostly operate within a professional approach especially large international newspapers such as the New York Times or the Guardian (UK)Authority can mean expertise. Publisher Is the publisher reputable? Academic publishers need to maintain their reputation for accurate factual information so they also have editors to ensure a high standard. Other publishers such as newspapers, magazines etc need to avoid legal action for libel (telling lies about someone) so also should be careful to print the truth. Organisation or Institution If the data is from an organisation, for example the United Nations, we need to evaluate their reputation and their role or responsibilities. For example statistics on the economy from the East Caribbean Central Bank would come from a highly reliable source as the bank use the statistics to conduct the very important business of issuing bank notes and controlling the money supply in the region. Research method Could the research method chosen generate the data necessary? For example in researching teen pregnancy would carrying out an interview of an expert generate the data needed or would questionnaires of teens be a better choice.
A source could have high levels of reliability. For example, academic research published in an academic journal by the leading expert in the field however the data may have a low level of validity in that it might be very out of date. Equally it may be possible that a source might not be considered highly reliable for example an intenet site which does not have the name of the author, organisation who maintains the site etc however the data is still true or valid. In evaluating validity we need to look at accuracy and bias. To evaluate accuracy we can look at several aspects of the data Currency When was the data published or gathered? Could the information be out of date? For example statistics on rates of HIV+ infection will need to be up to date to be accurate. Relevance Does the information relate to the circumstances you are applying it to? For example, will research carried out in the United States apply to the Caribbean? Data collection Was the data collected by reliable methods? Was it accurately recorded? Sample size Was the sample size large enough for generalisation to be accurate? For example if a newspaper article has only interviewed one person in a large crowd can we assume that all the points of view are represented? Similarly with social research the sample size is vital to judging whether the data is representative of the population as a whole. Replicable Do other sources have similar information? Would another similar piece of research have the same result? This is particularly relevant to sources such as the internet which lack references. To evaluate bias we can look at:
Representation Does the sample include all the variables within the population such as age, gender, social class, religion, education level which might affect response? Even with a large sample if the sample is not representative then bias in the data will occur. Cultural bias Has the data been collected by someone of the same or a different culture. For example, an Western researcher may misinterpret a non-Western culture and be biased due to racism or other factors. Similarly when researching within ones own culture, being subject to the same values and beliefs as the subjects may cause one not to question certain responses. For example when evaluating religious or other beliefs. Political bias Is the data being presented from either a right wing or a left wing perspective. The conservative agenda (e.g. free market economics, personal liberty above all other rights and fundamental religious views) will differ from the liberal agenda (e.g. some control of the market for social gain, social control for the good of society, religious tolerance for different views). Social bias Aspects such as gender, race, age and social class may affect the presentation of data. For example a womens perspective on sexual equality may differ from a mans views. Faulty research methods Even the best academic researchers can make mistakes and inexperienced researchers such as a student may have issues with poorly designed and executed questionnaires and interviews. Mistakes within the research method inadvertently cause bias. This is why academic research is reviewed by several other academics to evaluate the methodology and avoid bias in the conclusions or faulty conclusions. Aim of the source in presenting the data The reason for the data being presented will have an effect on bias. For example a Government might present certain statistics on economic performance if they are favourable and might avoid others.
Whilst the data is valid, there might still be bias in that other relevant information is not present. If the sources aim is persuasive again there may be bias. For example commercial sites wishing to sell products. Labels: module 1 research, presentation, reliability, SBA, validity
POSTED BY MIZ JOHN A T
7: 20 AM
The research will use the various instruments to collect information about the topic. (f) Recording data Accurate recording of data is central to research both primary and secondary research can be biased by incorrect recording. (g) Analysing and evaluation of the data The data will be assessed against the thesis as well as other conclusions being sought for the research question. It may be that the research might show fewer students would take the A level programme however other data gathered might show that more students who previously would not have taken the A level programme would take the Associate degree (h) Presentation of results The research question is used to provide a framework for presenting the findings. (i) Review of results In many instances the research process and results are reviewed by either the researchers peers or in an academic evaluation process. Labels: module 1 research, process, SBA
POSTED BY MIZ JOHN A T
7: 15 AM
(a) Cover sheet with name, candidate number, centre/centre number (150019) and teacher's name
(b) Introduction to theme and reasons (personal, academic or other) for choosing the theme. (c) Two pieces of reflective (creative) writing of 2 of the 3 genres - poetry, short story or other prose form or drama. These pieces should have literary non-factual content (although your purpose may be to educate through this medium). One of these piece can be taped or videoed but the tape for video must be between 3 to 5 minute long. (d) With EACH piece, a rationale for the piece of writing which includes inspiration, purpose in writing, intended audience and situation the audience will receive the writing (e.g. in an anthology, newspaper etc) (e) Conclusion. In the conclusion the student should reflect on his/her process in writing and his/her opinions. f) Bibliography Analytical part of the portfolio 20 out of 60 marks. Analysis of one your reflective pieces or a published piece of creative writing on the same theme. The analysis will include: ' * register (formality, tone, word choice etc), * dialectal variation (standard, non-standards), * attitudes to language (what does the choice of language convey to the reader about the character, what do other characters think of the choices of lanaguage or what do certain language types symbolise in societies),
Word limits for written portfolio The word limits are 1200 words for the reflective portfolio and 350 words for the analytical piece. You will be penalised by 2 marks if both the pieces together exceed 1700 words. While we have no definite guidance on how to proceed with word count, we are assuming that words have to be over 2 letters to be counted. With regard to taped or videoed submissions, the script must conform to the word limit and should be submitted along with the tape. Labels: assessment, portfolio, SBA
POSTED BY MIZ JOHN A T
9: 36 AM
Worksheet 6
1. According to Roberts, which two territories are linguistically notorious?
3. When a Jamaican Creole speaker says, All the ceiling she paint all is used to mean ________________
4. The feature wi used after sentences as a tag can be attributed to influence fr om which language?
7. What linguistic difficulty does this traditional joke in Jamaica illustrate? The indignant schoolmaster reprimanding his pupil with, hemphasise your haiches, you hignorant hass.
8. A feature prominent in Barbadian speech is strong retroflexionwhat does this mean? Give an example.
9. When a Grenadian or Trinidadian uses it have as in the following example: It have a man in town. What does it have mean?
10. To signal future St Kitts speech has both gon and an . What do the following express (a) He an go town fi you (b) A gon do om soon.
Di two pikni dem a fight. Dis a fi mi buk. Tantie bex causen say mi tan too long a maakit. Im tek tik lik di gyrl inna she head. 12. Write down three different ways in which non standard speakers of English in the Caribbean might say, The boys went to a party. Labels: caribbean language, creole, module 2, worksheet
POSTED BY MIZ JOHN A T
6: 46 AM
Language: registers
An acrolect is a register of a spoken language that is considered formal and high-style. The term mesolect refers to a register or range of registers of spoken language whose character falls somewhere between the prestige of the acrolect and the informality of the basilect. Mesolectic speech, where it is distinguished from acrolectic speech, is often the most widely spoken form of a language, generally being used by lower and lower-middle classes. Within the context of Creole languages, mesolects only appear in instances of a post-Creole speech continuum wherein speakers code-switch between various mesolectal levels within the continuum depending on context. In linguistics, a basilect is a dialect of speech that has diverged so far from the standard language that in essence it has become a different language. A basilect represents the opposite end of the scale of linguistic formality from an acrolect. In certain speech communities, a continuum exists between speakers of a Creole language and a related standard language. Basilects typically differ from the standard language in pronunciation, vocabulary, and grammar, and can often develop into different languages.
Worksheet 6
1. According to Roberts, which two territories are linguistically notorious?
3. When a Jamaican Creole speaker says, All the ceiling she paint all is used to mean ________________
4. The feature wi used after sentences as a tag can be attributed to influence from which language?
7. What linguistic difficulty does this traditional joke in Jamaica illustrate? The indignant schoolmaster reprimanding his pupil with, hemphasise your haiches, you hignorant hass.
9. When a Grenadian or Trinidadian uses it have as in the following example: It have a man in town. What does it have mean?
10. To signal future St Kitts speech has both gon and an . What do the following express (a) He an go town fi you (b) A gon do om soon.
Di two pikni dem a fight. Dis a fi mi buk. Tantie bex causen say mi tan too long a maakit. Im tek tik lik di gyrl inna she head. 12. Write down three different ways in which non standard speakers of English in the Caribbean might say, The boys went to a party. Labels: caribbean language, creole, module 2, worksheet
POSTED BY MIZ JOHN A T 6:46 AM
Language: registers
An acrolect is a register of a spoken language that is considered formal and high-style. The term mesolect refers to a register or range of registers of spoken language whose character falls somewhere between the prestige of the acrolect and the informality of the basilect. Mesolectic speech, where it is distinguished from acrolectic speech, is often the most widely spoken form of a language, generally being used by lower and lower-middle classes. Within the context of Creole languages, mesolects only appear in instances of a post-Creole speech continuum wherein speakers code-switch between various mesolectal levels within the continuum depending on context. In linguistics, a basilect is a dialect of speech that has diverged so far from the standard language that in essence it has become a different language. A basilect represents the opposite end of the scale of linguistic formality from an acrolect. In certain speech communities, a continuum exists between speakers of a Creole language and a related standard language. Basilects typically differ from the standard language in pronunciation, vocabulary, and grammar, and can often develop into different languages. (Additional reading: West Indians and their language Chapters 1-4 )
POSTED BY MIZ JOHN A T 6:44 AM
Worksheet 5
Look at the poem: Dis ting called language is real funny We does use it for all kinda ting you see Sometimes it fancy and sometimes it free And in did Caribbean is a real potpourri When it fancy we it formal and real la de da When it free we does call it vernacular Each country down here have it own language flavour But they each have a standard that they must master.
1. The author refers to using language for all kinda ting (line 2). State THREE different purposes of language. 2. Suggest TWO situations when one might use what the author refers to as fancy language (line 5). 3. Suggest TWO situations when one might use what the author refers to as free language (line 6). 4. Americans and British speakers may be said to be using different dialects of the same language. (a) What are some noticeable differences between them? (b) In this context explain what is referred to as accent. 5. Identify FOUR instances where Creole influenced vernacular is used in the poem. 6. Suggest one reason for the demise of the Garifuna language in St Vincent. 7. Identify ways in which the same language used by different speakers may vary. 8. What are the possible causes for the development of varieties of any language? 9. Write a short definition for the linguistic term register. 10. Explain the process by which one dialect emerges as the Standard. EXTRA: For each of the examples that follow, explain why these speakers of the same language did not seem [ :0)] to understand the meaning that was being transferred: ....................
YOU ARE BACK AGAIN? The Judge said to the defendant, "I thought I told you I never wanted to see you in here again." "Your Honor," the criminal said, "that's what I tried to tell the police, but they wouldn't listen." CONTACTS A policeman stops a lady and asks for her license. He says "Lady, it says here that you should be wearing glasses." The woman answered "Well, I have contacts." The policeman replied "I don't care who you know! You're getting a ticket!" Labels: caribbean language, creole, dialect, language, module 2, worksheet
POSTED BY MIZ JOHN A T 6:33 AM
"code switching." Code-switching is a term in linguistics referring to alternation between two or more languages, dialects, or language registers in the course of discourse between people who have more than one language in common. Sometimes the switch lasts only for a few sentences, or even for a single phrase. More broadly defined, code-switching occurs when people alter their speech and behavior so as to fit into different social situations. The most common changes involve vocabulary, levels of casualness or formality, types of clothing, and facial and hand gestures. Dis ting called language is real funny We does use it for all kinda ting you see Sometimes it fancy and sometimes it free And in did Caribbean is a real potpourri When it fancy we it formal and real la de da When it free we does call it vernacular Each country down here have it own language flavour But they each have a standard that they must master. Labels: caribbean language, dialect, language, module 2, register, variety
POSTED BY MIZ JOHN A T 6:28 AM
Worksheet 4 - Language
Worksheet 4a True or False? 1. Language is the human ability to use certain forms for thinking, speaking, enjoyment and aesthetic pleasure. 2. Language is common to all living things. 3. A language is used by a particular community. 4. Language is acquired at birth. 5. The rules for one language always apply to another. 6. An infant will speak as a native tongue whatever language it is exposed to during the first few weeks of life.
7. The stages of acquisition of language in Spanish children and Chinese children are the same. 8. English is a prestigious language because it is inherently superior to other languages. 9. Language is centered in the brain. 10. Intelligence is measurable independent of language and culture.
Worksheet 4b. a). What is language? b). What are the main reasons for this complexity? c). Would you agree that the Europeans all spoke the same dialects of their language? d). What evidence does the passage provide to support your answer to (c) above? e). From which continent do the majority of official languages of the Caribbean come? f). What languages did the Europeans encounter when they came to the Caribbean region? g) Why does the writer of the passage in Language Variety refer to the Caribbean as a complex linguistic area? h). Identify the official language in all territories of the Caribbean. i). Identify the popular languages of St Lucia, Jamaica, Bonaire, Haiti and Saint Vincent and the Grenadines. j). Give five examples of the linguistic features of Creole languages.
Reading Sections 1 and 2 of Writing in English (Chapters 1 - 7) Chapters 1 and 2 of West Indians and their Languages CAPE Study Guides 8, 9 and 10 Labels: assessment, caribbean language, characteristics, language, speaking, verbal, worksheet
POSTED BY MIZ JOHN A T 6:17 AM
Language variety
All human societies use language. Some societies use just one and are said to be monolingual. Most societies use more than one language. Such societies are bilingual, trilingual or even multilingual. Sometimes individuals within a society might be bilingual or multilingual. There is a difference between a society that is bilingual and an individual who is bilingual. In bilingual societies such as Canada, provision is sometimes made for equal treatment for speakers of either language. Road signs and other public use of language are often presented in both languages. The bilingual individual usually has to make a choice of language depending on her audience. Usually the history of a language is the history of the people who speak it. The Caribbean provides good examples of this. It is a complex linguistic area. The original inhabitants spoke, and in places like Guyana and Suriname still speak, a range of indigenous languages brought to the region many hundred years ago. These languages are mainly the Arawaccan or Cariban language groups but there are also speakers of Warrau. The official languages of the Caribbean are local or regional forms of European languages such as Spanish, French, Dutch and English. In the special case of Haiti, the French-lexicon Creole language, called Haitian, is also regarded as an official language along with French. It must be remembered that many of the Europeans who came to the Caribbean territories were themselves speakers of non standard dialects of English. (Required reading: Writing in English Chapters 1-4).