The boy come back home for a few days holiday, see some crabs Crosby have in a barrel. This is the son: “Dad what are those thangs there?” Talking like Englishman. Crosby ain’t tell him nothing. When he poke his finger in the barrel and the crab catch hold of him, he bawl: “Pa! The crab! The crab!” A well-educated boy, yes. Lawyer, economist or something.

What feature of Caribbean English Creole grammar is used in the expression, “Crosby ain’t tell him nothing”?

The boy come back home for a few days holiday, see some crabs Crosby have in a barrel. This is the son: “Dad what are those thangs there?” Talking like Englishman. Crosby ain’t tell him nothing. When he poke his finger in the barrel and the crab catch hold of him, he bawl: “Pa! The crab! The crab!” A well-educated boy, yes. Lawyer, economist or something.

What attitude towards the boy is suggested by the narrator’s statement, “Talking like Englishman. Crosby ain’t tell him nothing”?

The boy come back home for a few days holiday, see some crabs Crosby have in a barrel. This is the son: “Dad what are those thangs there?” Talking like Englishman. Crosby ain’t tell him nothing. When he poke his finger in the barrel and the crab catch hold of him, he bawl: “Pa! The crab! The crab!” A well-educated boy, yes. Lawyer, economist or something.

What does the extract suggest about the relationship between the boy’s education and his use of language?

Read the following extract carefully and then answer items 5-7

“Eh-eh! Don’t shout at me,” was all he got for his pains. “Don’t you deafen me.

What’s that the young varmint says, Maud?”

Mrs. Dovecot came over, and got him to understand after two of three attempts.

“Three pence, Maudie,” he cackled. “Three pence! Did yo’ hear thet, Maud? Did yo’ ever hear the like? I’ll bet you ain’t never did. Three pence! The lad’ll have money what I’s got to sweat blood for, just to gi thet Megahey what’s got his bread so well buttered off ‘pon both sides, not to mention the middle. Three pence! Ha ha!...oh Maudie…” And he broke down once in helpless laughter. Clement went out and sat under the breadfruit tree that grew before the door, resting his back against the trunk.

Adapted from Uriel Nariensingh, Voyage: An Anthology of Short Stories and Poems.

Royards Publishing, 2006,p.118

1. Which of the following expressions contains features of non-standard English dialect?

I. “…you ain’t never did.”

II. “…what I’s got to sweat blood for…”

III. “…sat under the breadfruit tree…”

“Eh-eh! Don’t shout at me,” was all he got for his pains. “Don’t you deafen me.

What’s that the young varmint says, Maud?”

Mrs. Dovecot came over, and got him to understand after two of three attempts.

“Three pence, Maudie,” he cackled. “Three pence! Did yo’ hear thet, Maud? Did yo’ ever hear the like? I’ll bet you ain’t never did. Three pence! The lad’ll have money what I’s got to sweat blood for, just to gi thet Megahey what’s got his bread so well buttered off ‘pon both sides, not to mention the middle. Three pence! Ha ha!...oh Maudie…” And he broke down once in helpless laughter. Clement went out and sat under the breadfruit tree that grew before the door, resting his back against the trunk.

Adapted from Uriel Nariensingh, Voyage: An Anthology of Short Stories and Poems.

Royards Publishing, 2006,p.118

Which of the following communicative behaviours is NOT present in the extract?

“Eh-eh! Don’t shout at me,” was all he got for his pains. “Don’t you deafen me.

What’s that the young varmint says, Maud?”

Mrs. Dovecot came over, and got him to understand after two of three attempts.

“Three pence, Maudie,” he cackled. “Three pence! Did yo’ hear thet, Maud? Did yo’ ever hear the like? I’ll bet you ain’t never did. Three pence! The lad’ll have money what I’s got to sweat blood for, just to gi thet Megahey what’s got his bread so well buttered off ‘pon both sides, not to mention the middle. Three pence! Ha ha!...oh Maudie…” And he broke down once in helpless laughter. Clement went out and sat under the breadfruit tree that grew before the door, resting his back against the trunk.

Adapted from Uriel Nariensingh, Voyage: An Anthology of Short Stories and Poems.

Royards Publishing, 2006,p.118

Which of the following registers is used in the dialogue?

Read the following extract carefully and then answer items 8-13

Rufus had in him a passion, a kinda vexation that when he stand up before a crowd he would get all tangle up with his words and his feelings. But Rufus don’t have the education. They tell this story, how one night in a meeting, Rufus was talking about the cost of living.

‘People can’t eat book in this country,’ Rufus say. ‘People can’t eat words. What the people need is bread-BRED- bread.’

“Rufus, you leave out the A’, somebody from the crowd call out to him.

And Rufus correct himself, ‘B-R-E-D-A.’ They tell of another time…the reporter tell Rufus that Mr. Richardson suggest that they should put more buoys out in the sea to mark the area.

‘Boys?’ Rufus say… Big, big men does drown out there in the sea and he want to put boys.’

No, we couldn’t vote for Rufus. ‘Who we want in the Council is a man that qualify…a man with education just like the people in Britain’…Ivan could really talk. Rufus was all right. But after you listen to Ivan Morton, you had to put Rufus aside.

Earl Lovelace, The Wine of Astonishment.

Heinemann Publishers, 1986, pp.83-85

What purpose if language serving when it is used to judge one’s level of education as in the case with Rufus?

Rufus had in him a passion, a kinda vexation that when he stand up before a crowd he would get all tangle up with his words and his feelings. But Rufus don’t have the education. They tell this story, how one night in a meeting, Rufus was talking about the cost of living.

‘People can’t eat book in this country,’ Rufus say. ‘People can’t eat words. What the people need is bread-BRED- bread.’

“Rufus, you leave out the A’, somebody from the crowd call out to him.

And Rufus correct himself, ‘B-R-E-D-A.’ They tell of another time…the reporter tell Rufus that Mr. Richardson suggest that they should put more buoys out in the sea to mark the area.

‘Boys?’ Rufus say… Big, big men does drown out there in the sea and he want to put boys.’

No, we couldn’t vote for Rufus. ‘Who we want in the Council is a man that qualify…a man with education just like the people in Britain’…Ivan could really talk. Rufus was all right. But after you listen to Ivan Morton, you had to put Rufus aside.

Earl Lovelace, The Wine of Astonishment.

Heinemann Publishers, 1986, pp.83-85

Which of the following BEST shows why the narrator relates the stories about Rufus?

Rufus had in him a passion, a kinda vexation that when he stand up before a crowd he would get all tangle up with his words and his feelings. But Rufus don’t have the education. They tell this story, how one night in a meeting, Rufus was talking about the cost of living.

‘People can’t eat book in this country,’ Rufus say. ‘People can’t eat words. What the people need is bread-BRED- bread.’

“Rufus, you leave out the A’, somebody from the crowd call out to him.

And Rufus correct himself, ‘B-R-E-D-A.’ They tell of another time…the reporter tell Rufus that Mr. Richardson suggest that they should put more buoys out in the sea to mark the area.

‘Boys?’ Rufus say… Big, big men does drown out there in the sea and he want to put boys.’

No, we couldn’t vote for Rufus. ‘Who we want in the Council is a man that qualify…a man with education just like the people in Britain’…Ivan could really talk. Rufus was all right. But after you listen to Ivan Morton, you had to put Rufus aside.

Which of the following sets of communicative behaviours is likely to be displayed by the people as they listened to Rufus speak?

Rufus had in him a passion, a kinda vexation that when he stand up before a crowd he would get all tangle up with his words and his feelings. But Rufus don’t have the education. They tell this story, how one night in a meeting, Rufus was talking about the cost of living.

‘People can’t eat book in this country,’ Rufus say. ‘People can’t eat words. What the people need is bread-BRED- bread.’

“Rufus, you leave out the A’, somebody from the crowd call out to him.

And Rufus correct himself, ‘B-R-E-D-A.’ They tell of another time…the reporter tell Rufus that Mr. Richardson suggest that they should put more buoys out in the sea to mark the area.

‘Boys?’ Rufus say… Big, big men does drown out there in the sea and he want to put boys.’

No, we couldn’t vote for Rufus. ‘Who we want in the Council is a man that qualify…a man with education just like the people in Britain’…Ivan could really talk. Rufus was all right. But after you listen to Ivan Morton, you had to put Rufus aside.

Earl Lovelace, The Wine of Astonishment.

Heinemann Publishers, 1986, pp.83-85

Which of the following attitudes may be inferred about the narrator based on his account of Rufus’ behaviours?

Rufus had in him a passion, a kinda vexation that when he stand up before a crowd he would get all tangle up with his words and his feelings. But Rufus don’t have the education. They tell this story, how one night in a meeting, Rufus was talking about the cost of living.

‘People can’t eat book in this country,’ Rufus say. ‘People can’t eat words. What the people need is bread-BRED- bread.’

“Rufus, you leave out the A’, somebody from the crowd call out to him.

And Rufus correct himself, ‘B-R-E-D-A.’ They tell of another time…the reporter tell Rufus that Mr. Richardson suggest that they should put more buoys out in the sea to mark the area.

‘Boys?’ Rufus say… Big, big men does drown out there in the sea and he want to put boys.’

No, we couldn’t vote for Rufus. ‘Who we want in the Council is a man that qualify…a man with education just like the people in Britain’…Ivan could really talk. Rufus was all right. But after you listen to Ivan Morton, you had to put Rufus aside.

Earl Lovelace, The Wine of Astonishment.

Heinemann Publishers, 1986, pp.83-85

Which of the following Creole features is evident in the structure “tangle up with his words and his feelings”?

Rufus had in him a passion, a kinda vexation that when he stand up before a crowd he would get all tangle up with his words and his feelings. But Rufus don’t have the education. They tell this story, how one night in a meeting, Rufus was talking about the cost of living.

‘People can’t eat book in this country,’ Rufus say. ‘People can’t eat words. What the people need is bread-BRED- bread.’

“Rufus, you leave out the A’, somebody from the crowd call out to him.

And Rufus correct himself, ‘B-R-E-D-A.’ They tell of another time…the reporter tell Rufus that Mr. Richardson suggest that they should put more buoys out in the sea to mark the area.

‘Boys?’ Rufus say… Big, big men does drown out there in the sea and he want to put boys.’

No, we couldn’t vote for Rufus. ‘Who we want in the Council is a man that qualify…a man with education just like the people in Britain’…Ivan could really talk. Rufus was all right. But after you listen to Ivan Morton, you had to put Rufus aside.

Earl Lovelace, The Wine of Astonishment.

Heinemann Publishers, 1986, pp.83-85

Which of the following words appropriately capture(s) the crowd’s attitude towards Rufus?

I. Affection

II. Dissatisfaction

III. Contempt

Select the most appropriate answer for items 14-15

An English Creole in the Caribbean may be defined as a language

Select the most appropriate answer for items 14-15

In which of the following expressions is the process of reduplication evident?

Examine the following table which displays the linguistic groupings of four Caribbean countries and then answer items 16-18.

The citizens of countries listed in Column 2 are predominantly speakers of

On the basis of language spoken, which of the following countries could replace Bonaire in Column 4?

In which of the following islands would a group of Martiniquans be likely to encounter the LEAST difficulty communicating with the locals?

Select the most appropriate answer for items 19-21.

Which of the following would be the BEST justification for the use of Caribbean English Creole as a language?

Select the most appropriate answer for items 19-21.

Which of the following factors does NOT critically affect the acquisition of the language speak in Caribbean territories?

Select the most appropriate answer for items 19-21.

Which of the following is NOT a dialect of a language spoken in the Caribbean region?