TRINIDAD ENGLISH CREOLE IN THE STUDY-ABROAD SETTING: RECONCEPTUALISING ESL IN THE POST-PANDEMIC ERA

Abstract

This study at the English as a Second Language (ESL) unit at the University of the West Indies campus, conducted in 2016 and 2017, investigated whether sojourner perceptions of Trinidad English Creole (TrinEC) limited their opportunities for language use during their study-abroad experience. Focus groups and interviews were conducted with five teachers and 51 ESL learners, who were categorised according to length of stay and level of proficiency. Data analysis was guided by a reflective thematic analysis approach and showed that learners found TrinEC to be incomprehensible, which deterred them from seizing opportunities for interaction. Their perceptions were compounded by the negative experiences they had as they attempted to access basic services. Lack of awareness of the complex linguistic environment in which they were studying, also served to undermine their confidence and preparedness to interact with people in their host community and led to increased demands on the study-abroad programme itself. Intervention strategies in and beyond the classroom to foster sojourner interaction in the target language community are recommended. These would be significant for programme recalibration should the programme revert to its pre-COVID 19 status, with learners arriving every quarter for in-person classes.