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Dennis Roy Craig (1929 - 2004) was one of the most outstanding
Caribbean linguists of the 20th century. The Society of Caribbean
Linguistics honoured him in 2000 for what was described as "an
academic career at once awesome and inspiring," for his devotion to
Creole linguistics and his tremendous contribution to language
education in the Caribbean. He was not only an outstanding figure
in educational leadership in the region, which includes his service
as Vice Chancellor of the University of Guyana (1991-1995), he was
also a poet. In 1998 he won the Guyana Prize for Literature for the
Best First Book of Poetry. However, it is with his contribution as
a linguist, particularly to language education in the Commonwealth
Caribbean with which this book is concerned, and to that end, eight
of his most representative articles have been chosen to demonstrate
Dennis's understanding of the language situation in the
English-official Caribbean and the breadth of his vision in
relation to the spheres of language teaching and language learning
in the English-based Creole-speaking societies. Although most of
these articles were written between the 1970s and the 1990s, the
problems and issues that they treat are what we continue to face in
the 21st century. This is testimony to Dennis's amazing grasp of
the nature of the factors involved in the teaching and learning of
language in Creole-speaking communities. This book should prove
very useful not only to language teachers, but also to creolists as
well as to practitioners and researchers in the field of Caribbean
language education.
The change process is immensely complex. It is a journey, not a
blueprint. How we make that journey in the present should be
informed by our experiences in the past. This book takes the reader
through that journey, traversing the stages of initiation, design,
development, implementation, institutionalization of curriculum
innovations in schools in several Commonwealth Caribbean countries.
Through an analysis of the problems experienced at the various
stages the author distils broader insights into the dynamics of
curriculum change which bears significance not just for the
Commonwealth Caribbean but for all developing countries with
similar characteristics. The author proposes ten drivers for change
to guide future action and eight challenges for 'doing change
differently'. As a source of information for teachers, principals,
education planners and other stakeholders involved in curriculum
change, this book is invaluable.
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