Creole Formation and Second Language Acquisition



Creole Formation and Second Language Acquisition.

Table of Contents:

1. Introduction: 2

2. Developmental stages in SLA. 3

2.1. Early stages of SLA and creole formation. 4

2.2. Strategies in the early stages of SLA and creole formation. 5

3. Elaborative stages of SLA and creole formation. 10

4. The elaboration of creole grammar. 11

4.1. Restructuring, target language and superstrate input. 12

4.2. Restructuring and substrate input in creole formation. 14

4.3. Restructuring and internal developments. 15

5. TMA and the process of restructuring in creole formation. 15

5.1. The emergence of the Haitian Creole TMA system. 16

5.2. The emergence of TMA in Sranan Tongo. 20

6. Conclusion. 24

References. 26

1. Introduction:

The parallels between creole formation and SLA were noted as early as the nineteenth century by scholars like Hesseling (1897), and later Jespersen (1922). This relationship has been the subject of continuing controversy in the field of creole studies. In particular, there has been disagreement about whether creole formation is the outcome of first or second language acquisition – an issue explored in Andersen (1983) and more recently in DeGraff (1999a). Disagreement over this has wider implications for competing theories of creole formation. Contemporary scholars remain divided over the relative contribution of superstrate and substrate languages as well as the role of language universals in creole formation.

Some still adhere to Bickerton’s LBH or some version of it that ascribes the primary role in creole creation to children who appeal to innate universal principles to compensate for deficient (pidgin) input to the L1 acquisitions process (Bickerton 1999). Most creolists, however, maintain that creole formation was essentially a process of second language acquisition in which adults and, quite probably, bilingual children played a crucial role. Adherents of this view, however, still disagree on the nature of the earliest forms of creoles. Some argue that creoles began as second language varieties of the lexifier or “superstrate” languages and gradually diverged more and more from the latter via a process of “basilectalization” (Mufwene 1996a, b). This is the so-called superstratist position first proposed by Chaudenson (1992, 2001). Others adopt the traditional view that creoles began as pidgins that were subsequently elaborated.

Not surprisingly, scholars in the two camps disagree on the extent of superstrate vs substrate input to this process of elaboration. The superstratists maintain that most of creole grammar can be traced to the lexifier language. Some of these, while acknowledging that some creoles draw heavily on superstrate sources, still allow for significant influence from substrate languages (Mufwene 1990). The “substratists” on the other hand claim that the major influence on the grammar of “radical” creoles in fact came from the substrate languages (Lefebvre & Lumsden 1994; Lefebvre 1996; Lumsden 1999, etc.).

Despite these differences, there is consensus that creole formation involved varying degrees of “input” from both superstrate and substrate sources, and was guided by principles that regulate all cases of language contact (Mufwene 1990; DeGraff 1999b). More specifically, there is now wide agreement that creole formation was akin in many respects to a gradual process of group second language acquisition. The issue then is whether we can maintain this view and still reconcile the conflicting positions outlined above.

The present paper attempts such a reconciliation by examining more closely the similarities in the developmental stages, processes and principles that apply to all instances of creole formation and (other) cases of second language acquisition (SLA). I will argue that there are basic similarities in the paths of development characteristic of both. First, both involve an initial or early stage of learning, in which a highly simplified interlanguage (IL) system is created. This is followed by elaborative stages in which the basic IL system is expanded, drawing on three major sources of input. These include input (intake) from native and non-native varieties of the lexifier language, L1 influence, and internally driven changes that regularize and expand the grammar.

The interaction between L1 knowledge, intake from superstrate sources and creative adaptation operates within the developing IL system itself – or more accurately, within the minds of individual learners creating IL systems or I-languages. This is not to claim, however, that the parallels between the two broad types of SLA are identical. As we shall see, there are significant differences in such aspects as the nature of the input, the extent of L1 influence and the degree of internal innovation involved in each case, which help to explain how creole formation differs from other cases of natural group SLA. Exploring the precise nature of the similarities and differences between these two kinds of SLA promises to enrich our understanding of both.

After presenting a broad outline of the stages and processes involved in SLA (including creole formation), I will turn my attention to the creation of creole TMA systems, focusing particularly on those of Haitian Creole and Sranan Tongo.

2. Developmental stages in SLA.

Studies of second language acquisition have revealed that there are several stages through which learners go in their attempt to approximate the TL. The first stage involves the construction of a relatively simple interlanguage system that is highly reduced by comparison with the TL grammar. For instance, English-speaking children who are learning German begin with two-word utterances before producing multiword sentences. The overall pattern of development in this case is from two-word utterances to copular sentences to sentences containing auxiliaries and finally main verbs (Felix 1977). SLA research has also shown that learners go through various developmental stages in their acquisition of specific areas of TL grammar such as question formation, negation, relativization, etc. For example, Spanish-speaking learners of English first use no as an all-purpose negator in all constructions, and later acquire invariant don’t, aux-neg forms such as isn’t, can’t etc, and finally analyzed do + not (doesn’t, didn’t, etc.) (Schumann 1978:13). In general, in acquiring various aspects of TL grammar, learners first apply a single invariant rule across the board in the first stage, and gradually acquire more specific rules in later stages of acquisition. Similar stages of development apply to the acquisition of TL tense/aspect systems, as we will see.

2.1. Early stages of SLA and creole formation.

Studies of the acquisition of various European languages by immigrants with a variety of L1’s have demonstrated that learners first create a “basic variety” of the TL that is quite uniform in structure regardless of L1 background (Klein & Perdue 1997). This basic variety is characterized by a small but expanding lexicon made up mostly of nouns and verbs, with a small inventory of adjectives and adverbs. It also employed a few function words such as quantifiers, a few prepositions and determiners and a single negative marker. In these and several other respects, the “basic variety’ shares many characteristics with “prototypical” pidgins.

The conventional wisdom has it that creoles are elaborations of pidgins – the so-called “two-stage” view of creole formation. As we saw earlier, this view has been called into question of late, e.g., by Chaudenson and others who argue that second language varieties of French etc, were the starting point of creole formation, at least in the French colonies. We can reconcile these opposing viewpoints by making a distinction between the kinds of input that are available from the putative TL, and the kinds of intake learners incorporate into their developing IL. Whether the input to the first stages of creole formation consisted of close L2 approximations to the superstrate language, or a simplified or pidginized variety of that language, individual IL construction would still begin with a basic variety that has pidgin-like characteristics.

It seems reasonable to assume, then, that in the first stage of both SLA and creole formation, individual learners create a highly reduced, pidgin-like system, which they then expand, depending on their access to further input from the TL and other sources, as well as their motivation to create a more complex system. The I-grammars that individuals create must be the starting point of our analysis of the processes of both SLA and creole formation.

2.2. Strategies in the early stages of SLA and creole formation.

It is well known that, in the earliest stages of SLA, learners attempt to learn and produce TL structures by appealing to various learning and communication strategies. The former may include, for instance, memorizing, guessing, comparing L1 and L2 elements etc. We will not be concerned with these here. Communication strategies include avoidance (avoiding certain structures, elements or topics) and compensatory strategies. The latter include appeal to L1 knowledge, creative adaptation of existing IL resources, and non-linguistic strategies such as gesture and mime (Poulisse 1996). Studies of SLA (e.g., Poulisse 1996:149) have revealed that such communication strategies are more common among early (less proficient) than advanced learners, though of course not restricted only to the former.

Following Meisel (1977, 1983), simplification will be used here to refer to two kinds of process – reduction of TL structures (reductive simplification) and strategies aimed at regularization of the grammar (elaborative simplification). The former is a strategy of avoidance that is particularly common in the earliest stages of IL construction. Its well-known consequences include the elimination of TL morphology and the reduction of TL syntactic strategies, among others.

Elaborative simplification on the other hand is a compensatory strategy that relies on the available resources of the IL. For example, learners may compensate for loss of morphology by employing periphrastic means instead. They may use adverbs to convey temporal or aspectual meanings, or fixed word order to distinguish grammatical functions such as subject and object. Another such strategy is rule generalization to eliminate irregularities, as in the extension of past tense suffix –ed to irregular verbs like steal and tell in L2 English.

Both kinds of simplification seem to be motivated by the need for transparency in the emerging IL grammar. This in turn is related to general cognitive (processing) principles that guide the acquisition process. For instance, Van Patten (1996:14-15) suggests that the following principles (among others) determine which aspects of TL input learners are likely to process earlier:

• Learners process input for meaning before they process it for form;

• Learners process content words first;

• Learners tend to process lexical items before grammatical items for semantic information.

Principles like these help explain why early IL systems include mostly lexical rather than function morphemes and lack bound morphology. They constrain the amount of input that actually makes its way into learner versions of the TL. This modified input, or intake, becomes the primary material for restructuring of IL grammar.

Similar cognitive principles lead early learners to regularize IL grammar via elaborative simplification. Among the principles that have been suggested in this connection are the following:

• The uniqueness principle (one form expresses one meaning);

• The principle of canonical word order (Main clause word order constitutes the basic word order. (Jordens 1996:32).

• The principle of continuity (constituents that belong together are placed together).

Such principles allow learners to maximize ease of perception and production, and help explain many of the characteristics of early IL. Andersen (1984, 1990) suggests that features of early IL such as invariant word order and use of invariant negative markers etc. can be explained in terms of his “One to One Principle”, which condenses the first two principles stated above. The same kinds of principle have been proposed for pidgin and creole formation, which is not surprising, given the strong similarities between these and the earlier stages of SLA.

The well-known characteristics of pidgins include reduced vocabulary, absence of bound morphology, a limited range of syntactic structures etc. These are precisely the characteristics found in early IL systems, for instance the “basic varieties” of a host community TL that immigrants create (Klein & Purdue 1997). In addition, pidgins share strategies of L1 transfer and internal innovations found in early IL. It follows that the creation and expansion of pidgin systems may shed light on the ways in which early IL and particularly early creoles develop. A particularly relevant aspect of this is the creative innovation that is a key characteristic of pidgin grammar. Like L2 learners, pidgin speakers creatively adapt their limited intake from the source language(s) to achieve communication. For instance, they expand the lexicon through compounding, paraphrase and other strategies, and exploit various means (adverbials or other function morphemes) to convey temporal and aspectual meanings.

Innovations in pidgin grammar are often reminiscent of the incipient patterns of grammaticization that are quite common in language change generally, and in SLA in particular. For example, Kotsinas (1996:133) compares uses of stannom ‘stay’ as a locative copula in Russenorsk (RN)and immigrant L2 Swedish (IS). The following examples illustrate:

(1) a. RN kor yu stannom på gammel ras

where you stay on old time

“Where were you last time?”

b. IS den tjugo år stanna Joannina

it twenty year stay Joaninna.

“She lived in Joannina [a town] for twenty years”

This is reminiscent of the use of stay as a copula in Hawaii Creole English. Pidgins also employ a single preposition in a variety of functions, a strategy also found in early SLA and creole formation. For example, both Russenorsk and Immigrant Swedish employ the preposition på to mark various spatial meanings such as location, direction and origin (Kotsinas (1996:139). På is also used in both contact varieties to mark indirect objects and possession, as in the following examples (Kotsinas (1996:141-42):

(2) a. RN moja paa ju presentom baanbaan

I P you give candy

“I will give you candy”

b. IS Köpa på barn

buy P child

“[I] bought [clothes] for [my] child”

(3) a. RN mangeli klokka på ju?

how-much clock P you

“What time is it?” [Lit. how much is your clock?]

b. IS Stan på din mamma

town P your mother

“Your mother’s village”

In other uses, på seems to have the potential to function either as a preverbal marker of some kind of desiderative mood (example 5), or as a complementizer (example 6) in both RN and IS. (Kotsinas 1996:144-45)

(4) a RN Moja på-slagom på tvoja

I P hit P you

“I will hit you”

b. IS den barn sex månar kommer på skriva på kyrka.

it child six month come P write P church

“The child became six months old and we had to register him at church”

(5) a. RN gå på slipom

go P sleep

“Go to sleep”

b. IS och gå vi på simma och åta

and go we P swim and eat

“And we went to swim and eat.”

Though på has not been grammaticalized as either an auxiliary or a purpose complementizer in Russenorsk or Immigrant Swedish, its similarity to other all-purpose prepositions such as long (< along(a)) in Tok Pisin and fu (< for) in Atlantic creoles is striking. It is precisely these kinds of potential for restructuring based on the internal resources of the developing IL system that we find in creole formation, and to some extent in natural SLA.

So far I have argued that the starting points of pidgin formation, early IL and creole creation are quite similar, if we view them from the perspective of individual I-language construction. Each has the potential to develop into a more elaborate system, but the nature of that elaboration depends crucially on the nature and availability of continuing input from the TL and other sources. Most pidgins never develop further, because of lack of motivation or lack of access to more input. But some pidgins such as Hawaii Pidgin English and Melanesian Pidgin have developed into elaborate systems, via processes quite similar to those involved in creole formation. The restructuring process in these cases involves far more appeal to L1 knowledge and internally-driven innovation than is found in the more usual cases of SLA. Let us now examine the nature of this restructuring process with particular attention to the origins of creole TMA systems.

3. Elaborative stages of SLA and creole formation.

In SLA, learners progress beyond the basic variety by adding more morphological apparatus, grammatical rules, vocabulary etc. The major source of these additions is the TL, but learners also continue to appeal to their L1 knowledge and use the resources of the IL system itself in expanding their grammar. These contributory factors remain active throughout the acquisition process, though with different effects at each stage. As Brown (1980:163) notes:

“By a gradual process of trial and error and by hypothesis testing, the learner slowly and tediously succeeds in establishing closer and closer approximations to the system used by native speakers of the language.”

However, the degree of access to native models of the TL is a crucial factor in determining how successful learners are. In fact, what really distinguishes most cases of creole formation from other types of SLA is the nature and accessibility of continuing input from the superstrate source. The degree of access learners have to such sources is in inverse proportion to the extent to which they appeal to their L1 and to creative innovation in the expansion of their IL system.

Differences in the degree and nature of superstrate input correspond to differences in the ecology of the contact situations, including community settings, patterns of interaction among groups, demographic ratios among groups, etc. We will not pursue these further here. But such factors make for significant differences among the outcomes that have traditionally been referred to as creoles. Some of these, like Bajan or Reunion Creole, are quite close approximations to their respective lexifier languages. Others diverge from their lexifiers to varying degrees, some quite radically, because they were created under conditions of decreasing input from, and accessibility to, native varieties of the lexifier language. I discuss this further below.

4. The elaboration of creole grammar.

Scholars have traditionally referred to the elaborative stages of creole formation as “creolization”, which Hymes (1971:84) described as “that complex process of sociolinguistic change comprising expansion in inner form, with convergence, in the context of extension in use.” Unfortunately, researchers have used the term “creolization” in so many different senses that its usefulness is now in question. Moreover, the term implies some unitary process of change that is quite at odds with the diversity and complexities of change involved in creole formation. I will therefore refer to the elaboration of creole grammar as “restructuring,” in the sense intended by researchers in first and second language acquisition.

With respect to first language acquisition, van Buren (1996:190) defines restructuring as “discarding old grammars for new ones.” He adds, “As soon as new relevant data are encountered, the current grammar is restructured to accommodate the new input” Referring to SLA, Lalleman (1996:31) defines it as “the process of imposing organization and structure upon the information that has been acquired” [as new input is encountered – DW]. Note that this is very different from the sense in which creolists sometimes use the term, viz, to refer to restructuring of the lexifier language. This implies that creole creators began with the lexifier, modifying it over time. For the same reason, restructuring should not be equated with terms like “basilectalization” (Mufwene ???), which may be more appropriately used to refer to the gradual changes we observe in the community language over time, than to the processes that lead to such changes.

It is important once more to emphasize that the process of creole formation is both an individual and a community phenomenon. The restructuring process goes on primarily in individual learners’ attempts to construct and expand their IL system. The innovations introduced by these learners then become available for selection as part of the community’s language. Consequently, creole formation must be seen as a product both of individual grammar construction (I-language), and of the spread of features across individual grammars, yielding a shared community vernacular (E-language). Our focus here is primarily on the first of these, the ways in which individuals create I-languages.

Let us first deal briefly with the role of superstrate input in the expansion of creole grammar, before we examine the role played by substrate influence and internal innovation in that process. We will also consider the similarities between SLA and creole formation in the way these factors come into play in the elaboration of learners’ IL systems.

4.1. Restructuring, target language and superstrate input.

The claim made by Chaudenson and others to the effect that creoles “began” as second language varieties (i.e., close replicas) of the superstrate and gradually diverged from them appears to be accurate, if we compare the starting point of the contact situation with its eventual outcome. But, from the perspective of the act of creole creation itself, this claim appears to be somewhat misleading. If, as we argued earlier, every individual’s acquisition of a TL begins with a highly reduced system – a basic variety, then it makes more sense to say that such reduced systems were the true starting point of creole formation, just as they are for SLA. The nature of the continuing input in each case would then determine the nature of the outcome. Moreover, one has to distinguish the available input from the kinds of intake individual learners incorporate into their developing IL systems.

Distinctions such as these may help resolve some of the controversy regarding the role of the superstrate in creole formation. For instance, the long standing controversy concerning the true “target” in creole formation stems in part from the tendency to equate “target” only with the superstrate, in a way analogous to more usual SLA. Such a position may be a quite reasonable one to take for some cases of creole formation. As noted earlier, in some cases, first and/or second language varieties of the superstrate became consolidated among a significant portion of the population, and continued to be available as targets of acquisition. Hence the resulting creoles were closely akin to dialects of the superstrates, as noted earlier for Barbados and Reunion.

But in other cases, such targets were either not available, or changed drastically over time. For example, in the case of Hawai‘i Creole English, there appears to be agreement that the primary input came from Hawai‘i Pidgin English, many of the characteristics of which persist in the creole. In this case, expansion of pidgin into creole involved use of L1 strategies by learners of Chinese, Portuguese and other languages. Hence there is ample evidence of substrate influence from these languages on HCE (Siegel 2000). On the other hand, the evidence from Haitian Creole suggests that many of its features are modeled on regional French dialects, though various kinds of simplification and reanalysis have occurred. At the same time, the gradual loss of access to such regional dialects, and the continuing process of SLA by succeeding generations of Africans in Haiti, created the conditions for significant substratum influence to affect the evolution of HC.

The circumstances in which Surinamese creoles like Sranan Tongo arose are somewhat different from both of the scenarios just discussed, though they resemble the HCE case more. The very early withdrawal of the vast majority of English-speaking planters and their slaves within roughly thirty years of the colony’s inception in 1651 meant that the major input to new arrivals from Africa after 1680 came from pidginized or highly changed second language varieties of English (Migge 1998). Hence, in elaborating early creole grammar, individual learners had to draw heavily on their L1 knowledge as well as the internal resources of the IL system itself. This in part explains why the Surinamese creoles diverge so radically from their original English sources. In short, what distinguishes Haiti from Suriname seems to be the continued availability of lexifier language models (including close approximations acquired by many Africans) in the former colony, by contrast with the early withdrawal of such models in Suriname.

For reasons such as these, we must be cautious about the notion that creoles like Sranan Tongo, or for that matter Haitian Creole, are instances of targeted SLA in the usual sense of that term. Such a designation implies that the creators of creoles were not only targeting (native varieties of) French, English, etc., but had adequate access to them. As Arends (1995), Baker (1990), Singler (1990) and others have argued, such assumptions are questionable. It would seem instead that most slaves who were transported to these colonies, especially at the height of the plantation system, were attempting to learn an already established contact variety quite distinct from the lexifier languages.

In many if not most cases of creole formation, the nature and types of superstrate input changed over time, as successive waves of new learners created their own L2 versions of existing targets. In such cases, if we were to freeze the contact situation at different points in time, we would find quite different scenarios, with different targets, and hence differences in the superstrate-derived input. This presumably is what led Baker (1990) to argue that, in the formation of many creoles and “expanded” pidgins, the true target was not the superstrate, but the emergent contact variety itself. From the perspective taken here, this position is not incompatible with the view that creoles were always the result of second language acquisition.

4.2. Restructuring and substrate input in creole formation.

The less creole creators could continue to draw on superstrate input as they elaborated their new language, the more they relied on L1 knowledge. The role of L1 or substrate influence in creole formation has been convincingly demonstrated in many recent studies. In the case of the Surinamese creoles, studies by Arends (1986), McWhorter (1992), Sebba (1987) and Smith (1996) have argued for Kwa, especially Gbe, substrate influence on serial verb constructions. Research by Bruyn (1994) points to influence from Gbe (and to some extent Kikongo) on complex prepositional phrases in Sranan. Finally, Migge has argued for Gbe influence on various Paamaka constructions, including “give”-type SVC’s (1998), attributive (property) predication (2000) and the copula system (to appear). There are many similar studies that argue convincingly for significant substrate input to creole formation.

Strong syntactic parallels like these led Sylvain (1936) to assert that Haitian Creole was a language with Ewe grammar and French words, thugh that claim has been called into question (Chaudenson 2002). More recently, Lefebvre, Lumsden and their associates have argued that most of Haitian Creole grammar derives more or less directly from Gbe languages such as Fongbe (Lefebvre & Lumsden 1994). Their “Relexification Hypothesis” of HC genesis has been challenged for (among other things) its failure to take account of all substrate inputs as well as the significant contribution of provincial French dialects to the formation of HC (Chaudenson 2002).

Still, the evidence presented by studies like these suggests that, in general, creoles do preserve elements of substrate grammar in varying degrees, though they hardly replicate such elements exactly.

4.3. Restructuring and internal developments.

The elaboration of early creole grammar, like that of developing interlanguage and expanding pidgins, involves innovations driven by tendencies already present in the developing system. For instance, Kouwenberg (1996), while acknowledging Kalabari (Eastern Ijo) as the source of several aspects of Berbice Dutch grammar, also points to several others that cannot be attribute to either Ijo or Dutch influence. These include invariant SVO order, preverbal auxiliaries and negative marker, predicate cleft, and a serial verb construction in which a verb “say” introduces complement clauses. Migge (2003) also discusses several aspects of the copula system of Paamaka which appear to be innovations in the creole, though much the system seems to be modeled on that of the Gbe substrates.

Innovative features like these appear to arise from processes of internal restructuring similar to those found in developing IL and in the elaboration of pidgins. In all cases, speakers exploit intake from both L1 and L2 sources to expand their grammar, and this often leads to new structures peculiar to the developing I-language. Such tendencies can be seen at work even in “prototypical” pidgins, as we saw in the case of Russenorsk earlier. Developments of a similar kind will be discussed below, in relation to the emergence of TMA and other functional categories in creoles.

The overview of creole formation that we have given so far makes it clear that this process was a complex one, involving a variety of linguistic inputs and strategies of restructuring. In the following sections, I examine these strategies in more detail.

5. TMA and the process of restructuring in creole formation.

As Bickerton (1988:278) noted, the elimination of inflectional morphology in the early stages of creole formation results in, among other things, a loss of TMA markers. Hence these have to be reconstituted in the elaboration of creole grammar. The specific sources of these TMA markers, and the nature of the processes involved in their emergence in creole verbal morphosyntax, have long been matters of controversy. Again, most of the disagreement revolves around the comparative contributions of superstrate input, substrate influence and creative innovation to the restructuring of creole TMA systems. There is clear evidence that these three types of contribution varied significantly from one case of creole creation to another. Such differences can readily be found if we compare the evolution of the Haitian Creole (HC) TMA system with that of Sranan Tongo (SN).

5.1. The emergence of the Haitian Creole TMA system.

The major functional categories of the Haitian Creole TMA system are shown in Table 1, which is based on DeGraff (1999b) and Spears (1990).

Table 1. Haitian Creole TMA categories.

Tense/aspect.

Perfective aspect Unmarked

(Relative) Past te

Prospective Future (a)pral(e)

Progressive/Immediate Future ap

Terminative (Perfect) fin(i)

Modal categories

Possible Future va (a/av/va)

Expectation/likelihood pu

Two radically different accounts of the sources of these TMA markers have been suggested. On the one hand, Lefebvre (1996) argues that they arose through a process of “relexification” by which substrate categories are relabeled with the phonetic shapes of superstrate lexical items. Lumsden (1999) revises this somewhat so as to restrict the process of relexification to the creation of a new vocabulary of lexical categories. According to Lumsden, some of these lexical categories are subsequently re-interpreted as functional morphemes via a process of “reanalysis.” For both Lefebvre and Lumsden, the semantic and syntactic properties of the newly-created functional heads are more or less directly modeled on substrate TMA categories.

On the other hand, researchers like Chaudenson (1992), Fattier (1998), DeGraff (to appear) and others have argued that HC TMA markers as well as other functional heads are derived more or less directly from 17th century French cognates with which they share semantic and distributional properties. DeGraff (to appear) offers a succinct summary of the key points of evidence for this view, which is quite compelling. He offers various comparisons of HC and (earlier) regional French verb structures, which demonstrate close correspondences between HC TMA markers and elements used in periphrastic strategies for marking TMA meanings in the French dialects.

A few examples of this will suffice. Note first of all the clear similarities between Past te and French était in sentences like the following (from DeGraff to appear: 39)

(6) a. HC. Li te (deja) ale

3sg PAST (already) go

“He had (already) gone”

b. FR. Il était (déjà) allé

3sg masc was (already) go (PP)

A similar correspondence is found between te and the French past participle été as seen in the following (DeGraff to appear, 39-40).

(7) a. HC Li te malad

3sg PAST sick

“S/he was/has been sick”

b. FR. Il a été malade

“He has been sick”

Detgers (2000:150), following Chaudenson (1981:206f) suggests that était in French periphrastic constructions such as il était à écrire “he was writing” was the source of Past te in French creoles. No doubt all of these inputs complemented each other. It seems clear that te has its source in the French past imperfect étais/étais, with possible reinforcement from past participial été.

Similar correspondences can be found between HC modal pu and its French cognate, the preposition pou “for” and between Future va and French va(s), the present singular forms of aller, used in the Future construction aller + V “be going to V.” The following examples from DeGraff (to appear, 40) illustrate.

(8) a. Mwen pou marye semen pwochèn (HC)

1sg. for marry week next

b. Je suis pour me marier la semaine prochaine (Canadian French)

1sg am for me marry the week next

“I am to get married next week”

(9) a. Ou (a)va ale demen (HC)

You FUT go tomorrow

b. Tu vas aller demain.

“You will go tomorrow”

Similar (regional) French cognates can be found for other HC TMA markers. For example, Progressive marker ap(e) has its source in the preposition après, employed in the earlier French construction être après à +V “to be V-ing.” HC Prospective (a)pral(e) can be traced to the progressive construction après (de/à) aller + V “to be going to V”. Terminative Perfect fin(i) similarly derives from the lexical verb finir.

Table 2 summarizes the correspondences between the TMA markers of HC and their regional French cognates.

Table 2. Sources of main HC TMA markers.

HC catetory HC marker Regional French sources

Perfective Unmarked Infinitival/3rd sing/particle

(Relative) Past te Imperf. était / PP été

Prospective Future (a)pral(e) après (de/à) aller

Progressive/Immediate Future ap être après à +V

Terminative (Perfect) fin(i) finir “finish”

Possible Future va (a/av/va) va(s) + V

Expectation/likelihood pu être pour + V

In fact, as DeGraff (to appear: 39) points out, “Most of the HC functional heads…have French cognates with which they share substantial distributional and semantic properties.”

These facts are in keeping with the view that the input to early HC came from first and second language varieties of regional French dialects that remained available as models during the first stages of HC formation. As DeGraff (to appear), Chaudenson (1995), Detgers (2000) and others have argued, the emergence of these TMA categories can be accounted for in terms of simplification and reanalysis of the French models by second language learners. These processes and outcomes can be found in other cases where Africans and other learners acquire French as a second language (Mather 1995; Prévost & White 2000). All of these situations also allow for a certain degree of L1 influence in the restructuring of the TMA system. As Mather (1995:259) points out:

“Once the French periphrastic constructions were stripped of their inflectional endings by the first generation of creole speakers, they could be reinterpreted as preverbal TMA markers by adult and children speakers of Kwa languages, who identified them with their own L1 TMA markers.”

This might allow for some compromise between the strict “superstratist” account of HC formation offered by Chaudenson (1995) and the quite different “substratist” account offered by LeFebvre (1998).

We would expect that, in cases where superstrate input is more limited, creole creators would compensate for this by drawing more heavily on L1 knowledge as well as the internal resources of their developing IL system. A case in point is Sranan Tongo.

5.2. The emergence of TMA in Sranan Tongo.

Like Haitian, Sranan Tongo employs preverbal free forms to express temporal, aspectual and modal meanings. One exception is the perfect marker kaba, which always occurs in VP-final position. The inventory of the major tense/aspect categories and the forms that express them in SN are shown in Table 3. Note that Potential sa is more of a modal than a marker of just future time reference, but it is included here for purposes of comparison with o, the other marker of futurity.

Table 3. Major Tense/Aspect categories in Sranan (Winford 2000)

Aspect: Perfective ø (the unmarked verb).

Imperfective e

Terminative Perfect VP-final kaba.

Tense: Relative Past. ben

Predictive Future o

Mood

Potential Future sa

Obligation musu

Root Possibility kan

Physical ability man

Permission mag

Sentences (10 - 15) illustrate the use of each of the tense-aspect categories respectively. The relevant forms are in boldface.

(11) A djuku wan man boro en here bere.

3sg. stab Art. man cut.open 3sgposs. whole belly.

‘He stabbed a man and cut open his entire belly’

(12) Wan tu fu den pikin fu owma e wroko gron now ooktu?

One two of the-PL child of granny IMP work ground now too

“Are some of granny’s children also cultivating the land now too?”

(13) A alen disi kan stop now. Yongu, a kon tumsi furu kaba, yere.

The rain this can stop now. Man it come too full already, hear

“This rain can stop now. Man, it has already rained more than enough.”

(14) A ben taigi mi a o kon na fesisey baka. Mi no sabi efu a go ete.

he PAST tell me he FUT come LOC front.side back. I NEG know if he go yet

“He told me he would come to the front again. I don’t know if he’s gone yet.”

(15) Efu yu no wroko, dan yu no o nyan, tog.

If you NEG work, then you NEG FUT eat, TAG

“If you don’t work, then you won’t eat, right?”

(16) Dan te mi miti en mi sa aksi en.

Then when I meet him I POT ask him

“Then when I meet him I will ask him”

It is clear from the above examples that, unlike the preverbal markers of Haitian Creole, those in Sranan Tongo have no cognates in any English tense aspect markers. One possible exception to this is the potential marker sa, which some have claimed to be a form of English shall. However, it is much more probable that it derives from Dutch zal. Table 4 provides an overview of the actual sources of the Sranan tense/aspect markers.

Table 4. Major Tense/Aspect categories in Sranan and their English sources.

Sranan category Marker Source

Perfective Unmarked Bare verb

Imperfective e < de English there

Terminative Perfect kaba (VP-final) Portuguese acabar “finish”

Relative Past. ben Eng. been

Predictive Future o Eng. go

Potential sa Dutch zal

Obligation musu Eng. must (Dutch?)

Root possibility kan Eng. can.

Physical Ability man Eng. man.

Permission mag Dutch mag.

This presents a very different picture from that we saw earlier for Haitian creole. In the first place, there are few, if any distributional or semantic similarities between the SN markers and their English cognates. Second, two markers, sa and kaba, have been adopted, not from English, but from Dutch and Portuguese respectively. This can only be explained in terms of the limited access to and input from, varieties of English among the Africans who created Sranan Tongo.

These facts suggest, first, that the varieties of English that made up the superstrate input to the creation of Sranan did not have a TMA system or set of TMA markers that could serve as a model for those of Sranan. This of course distinguishes SN clearly from Haitian Creole. As noted earlier, it seems likely that the English input to Sranan consisted of a pidgin-like variety, similar perhaps to the one that provided the input to Hawai‘i Creole English. This pidgin, like Russenorsk, Hawai‘i Pidgin English and others (e.g, early Melanesian Pidgin) had the potential for elaboration of its resources via, for example, processes of reanalysis of available items. In general, the cases of reanalysis that created the TMA system involved substantial substrate influence. In addition, Sranan expanded this system (and other aspects of its grammar) via borrowing (mostly from Dutch), as well as through internally driven processes of change over time.

Two categories that are clearly due to borrowing from non-English sources include Potential sa and Perfect kaba. The former appears as early as 1718, and may have been the only marker of futurity until English go was grammaticized to Future (g)o. Unfortunately we have no clear proof of this so far. Perfect kaba (which derives from Portuguese acabar “finish”) is modeled on the semantics and distribution of the verb “finish” in Gbe languages, which occurs in VP-final position and also seems to have been grammaticalized into a kind of Terminative Perfect (Winford, in preparation).

Still other TMA categories emerged gradually over time, due to processes of grammaticalization. Some of these, like Relative Past ben < been appear to have emerged earlier than others, e.g., Future o < go and Imperfective e. The latter appears to have emerged via extension of the meaning of an earlier Progressive marker de to cover habitual and generic meanings as well. This kind of development that is has parallels in the development of progressives into imperfectives cross-linguistically. It is likely that de ‘there’ was first reanalyzed as a locative copula and then developed into a progressive marker by analogy with the locative copulas of Gbe languages, which also function as Progressive markers (see, e.g., Jondoh 1980:46). A similar development of locative copula de also occurred in Western Caribbean creoles such as Jamaican and Belizean.

Contemporary Sranan also has other TMA markers that evolved via gradual grammaticalization (e.g. modal man ‘be able to’) or were borrowed from Dutch (e.g., modal mag ‘may’). Fuller details of these and other developments in the restructuring of Sranan TMA can be found in Winford (in preparation).

The creation of Sranan grammar was clearly a gradual process, in which successive generations of learners contributed in different ways to the elaboration and systematization of the grammar. Children acquiring Sranan Tongo no doubt played an important role in these developments. As Arends (1989) and Baker (1995) have both argued, we cannot assume that all of the features of creole grammar were established in a single generation, as Bickerton (1984) claimed, or even in the first 70 years of settlement. The evidence from the available historical texts suggests that many features, including TMA markers, emerged over a much longer period of time. For SN, the past marker ben and future marker sa were first attested by 1718 (Baker 1995). Van den Berg (2000:50) quotes uses of VP-final kaba from court records in 1745 and of the progressive marker de in 1762. She also provides examples of two-marker combinations (e.g. sa ben) from 1757.

6. Conclusion.

The foregoing comparison of the emergence and development of TMA systems in Haitian Creole and Sranan Tongo demonstrates that no single formula can be found to explain creole formation. But all cases of creole formation are in varying ways similar to cases of second language acquisition in ‘natural’ settings. This paper has attempted to justify and elaborate this view by examining more closely the similarities in the developmental stages, processes and principles that characterize the two cases of language acquisition.

Both involve an initial or early stage of interlanguage (IL) creation followed by elaborative stages in which three major sources of input are involved. These include input (intake) from native and non-native varieties of the lexifier language, L1 influence, and internally driven changes that regularize and expand the grammar. The interaction between L1 knowledge, intake from superstrate sources and creative adaptation operates within the developing IL system itself – or more accurately, within the minds of individual learners creating IL systems or I-languages.

The process of elaboration involves various types of restructuring, in the sense in which scholars of first and second language acquisition define the term. This restructuring of available materials into a creole grammar involves processes familiar in SLA. These include reductive and elaborative simplification, processes of reanalysis due to “transfer” or substrate influence, and processes of regularization and leveling that yield a uniform and transparent grammar. Various mechanisms and principles similar to those that operate in SLA guide these processes. The role of such principles is to constrain the processes of restructuring by which superstrate and substrate inputs (intakes) are shaped into a viable grammar – one that conforms to universal principles of language design. Such principles play a role in all phases of creole formation – the early pidginization stage, the elaborating stages and the later developmental stages.

The creation of creoles differs from more usual cases of SLA in certain respects. For instance, there are differences in the nature of the target language and the kinds of input from that source. Another major difference lies in the perseverance of L1-based strategies and other internal innovations in creole formation, by contrast with SLA, which, as it progresses, typically involves replacement of such strategies (and other compensatory ones) by those adopted from the TL. Creoles whose creators have had more access to superstrate sources exploit those resources more fully, and as a result, approximate superstrate grammars more closely than others. Some, like Sranan Tongo, depart more radically from the lexifier language because of the need to rely more on L1 knowledge and internal innovations, due to restricted availability of superstrate models. In general, however, we conclude that creole formation was essentially a process of SLA with (usually) restricted TL input under unusual social circumstances.

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