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High School Lesson plan: Intro to Pidgin as a Legitimate
Language Goals: n
Explore and question the stereotypes and
identities connected to Pidgin as well n
Analyze where these attitudes come from
historically n
Engender critical thinking about what it
means (socially, economically, politically, etc.) to use Pidgin as a
language n
Recognize Pidgin as a legitimate language
with a grammar Materials: (1) Handout: general understanding of Pidgin
issues. a.
Brief history of development – plantation roots (its
first speakers were plantation laborers) b. discrimination
against Pidgin (discrimination against its speakers) within education and
politics c.
linguistic distinction between “pidgin” and “creole,” d. an
example of Odo orthography, e.
an example of Pidgin grammar rules for imperatives as
outlined in Pidgin Grammar (Sakoda 2005: 73-74) as well as an excerpt from the introduction
(vii-viii). (2) Two excerpts from Lee Tonouchi’s Living
Pidgin; Contemplations on Pidgin Culture (2002: 10-17, 27-33). First – a collaborative poem
about the negative stereotypes connected to Pidgin titled “Dey say if you
talk Pidgin you no can.”
Second – essay (in Pidgin) titled “Pidgin Revolution.” Bibliography: Da Pidgin Coup. (1999). Pidgin
and education: a position
paper. Honolulu: University of Hawai‘i at Mānoa,
Department of Second Language Studies Sakoda, K. & Siegel, J. (2003). Pidgin Grammar; An
introduction to the Creole language of Hawai¢i. Honolulu: Bess Press. Tonouchi,
Lee A. (2002). Living Pidgin: contemplations on pidgin culture. Kāne‘ohe: Tin Fish Press. |
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