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For over a decade, this helpful teacher's guidebook has been widely used in Jamaican schools and in metropolitan schools with Jamaican students. The book indicates the ways in which Jamaican Creole differs from Standard Jamaican English. For easy reference, the book is organized into four sections: 1. Words that look alike but mean different things in the two languages. 2. Words that are different but mean the same things. 3. Grammatical structures that are different but convey the same information. 4. Idiomatic Speech or writing.

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The anglophone Caribbean has long been celebrated and known for its vibrant and innovative music. Reggae, dancehall, calypso, soca, gospel and ringbang have flourished within the Caribbean and have exploded on the worldwide stage. Somewhat surprisingly, many facets of this contribution have not been analysed or discussed by academic writing. This work deliberately moves away from the customary exclusive focus on Trinidad and Jamaica and broadens the discourse to represent the wider region. It addresses such topics as the status of Caribbean gospel; the birth of new musical styles in the Eastern Caribbean; cultural misrepresentation in Caribbean music videos; the representation of Aids in Caribbean music; and the impact of the actual music technology utilized by Caribbean musicians since the 1980s.

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This edited collection brings together the work of scholars in the field of Caribbean literary and linguistic study. Its genesis was the University of the West Indies 2011 commemorative conference in honour of recently retired professors Bridget Brereton, Barbara Lalla and Ian Robertson. This volume engages the seminal work done by Lalla and Robertson with focus on their contributions to theoretical constructs, original data collection and analysis, and the formation of a Caribbean-based ethos.

The rich deliberations demanded fuller development and preservation and Reassembling the Fragments answers that call. Part 1, Tributes and Critical Appraisals, engages the ground-breaking work of the eminent professors with a focus on originality, scope and impact on subsequent knowledge creation. Part 2 presents the contributions of scholars whose thought has been influenced by their incisive concepts, paradigms and methodologies.

The collection responds to the ongoing archaeological imperative of unearthing and reassembling fragments of voice and identity. It adds to the multigenerational project of naming and fashioning the diverse island cultures of the Caribbean and offers yet another shard of honour, duty and love.

Contributors: MarÌa Landa Buil, Niala Dwarika-Bhagat, Karen Eccles, Michelle Gill, Barbara Lalla, Nivedita Misra, Paula Morgan, Velma Pollard, Jennifer Rahim, Ian Robertson, Lise Winer, Donald Winford, Marsha Winter, Valerie Youssef

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The West Indies Cricket Team, formed in 1884, made its first overseas tour two years later to Canada and the United States. The tourists played thirteen matches during August and September; they won six, lost five and two were drawn. The first match was played against the Montreal Cricket Club, 16-17 August 1886. It ended in a draw after which the West Indians moved on to Ottawa, Toronto and Hamilton.They arrived in the United States to play several matches in Philadelphia where the cricket culture was well established. Local clubs proved too strong an opposition for the tourists. The press was encouraging but made it clear that the islanders were out of their depth. It was an important tour for the first West Indians cricketers. It was the first international step in an apprenticeship that lasted decades. The English decided, finally, to host the West Indians in 1900. This book speaks to the Canadian and American beginning of the West Indian cricket culture that was to emerge a century later as the most powerful performance force the game had ever seen.

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A sophisticated comparative study of the Cuban, Nicaraguan and Grenadian revolutions, using techniques derived from J. S. Mill and perfected by Theda S. Skopol. Despite the unfulfilled promise of all three revolutions, they do suggest that people have the potential to make history and affect positive changes. Originally published by Macmillan Caribbean 1993, this classic contains a new preface by Anthony Maingot, Florida International University.

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From modest origins in Grenada, Sir Alister McIntyre went on to hold a variety of high-profile positions in the international community. An academic by background, he became an international statesman, occupying senior roles within the United Nations, as well as at the highest levels of Caribbean regional government.

In 1974, McIntyre temporarily left behind his academic career as a developmental economist at the University of the West Indies to take up an appointment as secretary-general of CARICOM (the Caribbean Community and Common Market). He went on to hold positions as the director of the Commodities Division of UNCTAD (United Nations Conference on Trade and Development) and then deputy secretary-general of UNCTAD in Geneva and subsequently a post of equivalent rank in the office of the secretary-general of the United Nations in New York. In 1988 McIntyre returned to the Caribbean as vice-chancellor of the University of the West Indies and, on his retirement in 1998, he assumed the post of chief technical advisor at the Caribbean Regional Negotiating Machinery.

This book outlines McIntyres extraordinary life and wide-ranging international career in diplomacy, politics and academia. It provides key perspectives on the development of Caribbean regional government and international institutions in the twentieth century.

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What Do Jamaican Children Speak? A Language Resource presents a profile of aspects of the lexicon and of the morphosyntax of the speech of Jamaican three-year-olds across the island in their first year of entry into the public school system, the basic school. It is intended to serve as a resource for creolists and acquisitionists, for academics in education, for teachers of literacy and language education, as well as for intermediary and advanced tertiary-level linguistics and education students.

The language to which the children are exposed  their model in acquisition  is characterized by extreme variation and viewed as the weaving of features belonging to the two language systems, Jamaican Creole and Jamaican English. This variation is not random or chaotic, however. The patterns of language choice by the children are investigated, showing clearly how it is that features associated with each of the languages are woven in their speech. These findings are used as a basis for recommending an approach grounded in language awareness as the choice pedagogy for the language and literacy classroom in a language environment such as that in Jamaica.

Linguistic analysis, then, is used as a platform, a basis on which to understand the nature of the language that has been acquired by the children and used by them, leading to an informed picture of a possible way forward in English language education, allowing the teacher to transform what are frequently considered hindrances to learning English, into opportunities for learning the language.