
Contents
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1. Introduction 1. Introduction
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2. Social Contexts of the Emergence of Contact Englishes 2. Social Contexts of the Emergence of Contact Englishes
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2.1 Social Contexts of Creole Formation 2.1 Social Contexts of Creole Formation
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2.2 Social Contexts of the Emergence of Indigenized Englishes 2.2 Social Contexts of the Emergence of Indigenized Englishes
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2.3 Parallels between the Social Contexts of Creolization and Indigenized Englishes 2.3 Parallels between the Social Contexts of Creolization and Indigenized Englishes
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3. Comparing Processes of Change 3. Comparing Processes of Change
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4. Conclusion 4. Conclusion
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Notes Notes
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References References
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10 World Englishes and Creoles
Get accessDonald Winford received his undergraduate degree at King’s College, University of London in 1968, graduating with First Class Honors in English. He completed his D. Phil. (Linguistics) at the University of York, England, in 1972. He is currently Professor of Linguistics at the Ohio State University. His teaching and research interests are in creole linguistics, variationist sociolinguistics, contact linguistics, and African-American English, and he has published widely in those areas. He is the author of Predication in Caribbean English Creoles (1993), and An Introduction to Contact Linguistics (2003). He served as President of the Society for Caribbean Linguistics from 1998 to 2000, is currently President of the Society for Pidgin and Creole Linguistics, and has been editor of the Journal of Pidgin and Creole Languages since August 2001.
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Published:03 March 2014
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Abstract
It is now generally acknowledged that the creation of all New Englishes (both ‘creoles’ and ‘indigenized varieties’) shares a great deal in common with regard to both the socio-historical circumstances and the processes of linguistic restructuring and change that were involved. It is generally agreed that these creations are all outcomes of language shift (i.e., group second language acquisition). The processes of restructuring by which they emerged involved the interplay of three primary factors: input from English varieties, influence from learners’ L1s, and internal developments. This chapter discusses the similarities and differences in the macro-level social contexts and community settings in which both creoles and indigenized varieties emerged and shows how such factors help us to understand the similarities in the processes of linguistic restructuring and adaptation that led to their creation.
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