[Edling] Fwd: CFP: When Creole and Spanish Collide: Language and Cultural Contact in the Caribbean
Glenda Alicia Leung
glendaalicia at gmail.com
Sat Jul 15 04:48:35 UTC 2017
Dear colleagues,
We are delighted to announce a call for proposals for When Creole and
Spanish Collide: Language and Cultural Contact in the Caribbean, a special
issue of Brill’s Caribbean Series. The proposal deadline is August 31, 2017;
the paper deadline is February 28, 2018.
Please spread the word among interested colleagues.
Submissions can be made at: https://creolescollide.wixsite.com/proposals
<https://creolescollide.wixsites.com/proposals>
Thank you for part in helping us mobilize this project.
Best regards,
Glenda Leung
Miki Loschky
Harald Leusmann
(Editors)
Email: creoles.collide at gmail.com
CFP and submissions: https://creolescollide.wixsite.com/proposals
<https://creolescollide.wixsites.com/proposals>
========================================================================
[image: BRILL - visual book proposal.png]
Call for Chapter Proposals
Brill’s Caribbean Series
When Creole and Spanish Collide:
Language and Cultural Contact in the Caribbean
Submissions: https://creolescollide.wixsite.com/proposals
<https://creolescollide.wixsites.com/proposals>
Email: creoles.collide at gmail.com
Editors
Glenda-Alicia Leung (Hermann-Paul School of Languages, University of
Freiburg)
Miki Loschky (Graduate School of Education, Touro College)
Harald Leusmann (Ball State University)
Invitation
We are delighted to announce a call for proposals for When Creole and
Spanish Collide: Language and Cultural Contact in the Caribbean, a special
issue of Brill’s Caribbean Series. The proposal deadline is August 31, 2017;
the paper deadline is February 28, 2018.
Overview
The collective Caribbean encounter is a juxtaposition of human experiences:
sorrow and joy, fragmentation and syncretism, displacement and home. The
Caribbean is a canvas of crossings where people come and go, whether of
free will or in bondage, in search of riches or exiled from some far away
Motherland. The children of the Caribbean suffer wanderlust. They seek
greener pastures and with every adventure become degrees removed in the
diaspora. Despite drift and shift, linguistic and cultural remembrance is
slow to surrender to erasure.
Popularly imagined, the Caribbean invokes images of islands in the sun,
swaying palm trees, and carefree people sipping cocktails with delicately
coloured umbrellas. Geographically defined, the Caribbean encompasses all
that is touched by the ebb and flow of the Caribbean Sea. Not only does the
Caribbean include the archipelago of islands between Florida to the north
and Venezuela to the south, but also the surrounding Central and South
American coastal areas of the mainland, constituting the Caribbean Basin.
Since Christopher Columbus rediscovered the Americas in the late fifteenth
century, the Caribbean Basin has been an arena where European nations have
competed for control and conquest. The linguistic diversity of the region
bears witness to this. English, Spanish, French, and Dutch—languages of
conquering European nations—are official languages which exist alongside
other creole language varieties. At various points in history, creole
English speakers from various islands made the crossing—forcibly or
willingly—to Spanish-speaking countries in the region. Belize, for
instance, is unique as it is the only country in Central America where
English is the official language. Belize’s history with creole English can
be traced back to the seventeenth and eighteenth century, long before the
territory was even under British rule; British settlers seeking to exploit
Belize’s logwood resources brought laborers from Jamaica and Bermuda with
them who were primarily creole English speakers. Other waves of migration
to the mainland occurred after the collapse of slavery and the plantation
system in the nineteenth century. Successive generations of West Indians
sought opportunities on Central American soil. Many went to Panama and
contributed to building the Panama Railroad and Panama Canal, while others
found work in Costa Rica at the United Fruit Company in railway
construction and on banana plantations during the late nineteenth to early
twentieth century.
In 1983, creolist John Holm brought together linguistic scholarship on
various creole English enclaves in an edited volume, entitled Central
American English. The book’s coverage included Belize, Honduras, Nicaragua,
Costa Rica, and Panama, as well as offshore islands of Providencia, San
Andrés, and the Caymans.
Pioneering in its time, this work was seminal as it documented extensive
fieldwork and provided the reader with a synchronic snapshot of each creole
variety, in addition to cross-creole comparative analysis. Holm went on to
author the two volume Pidgin and Creoles titles, which are commonly
regarded in the field as fundamental reference works for those in creole
linguistics. In the second volume Pidgins and Creoles: Volume 2 Reference
Survey, Holm (1988, 1989) afforded coverage to these Central American
English-based creole varieties, providing a historical sketch and
description of each variety. In recent scholarship, The Survey of Pidgin
and Creole Languages (Michaelis, Maurer, Haspelmath, & Huber, 2013) a
highly ambitious and the most comprehensive work to date on creoles around
the world, lends a contemporary look at a small subset of Central American
English-based creoles, namely those spoken in Belize, Colombia, and
Nicaragua. Contact between English-based creoles and Spanish is by no means
restricted to Central America. In John Lipski’s chapter contribution
“Spanish and Portuguese in Contact” (2013), which appears in Raymond
Hickey’s edited volume The Handbook of Language Contact (2013), Lipski lays
out “salient, contemporary contact zones” and identifies additional
territories within the Caribbean Basin where Spanish is in contact with
English-based creoles, such as Cuba, Puerto Rico, and Venezuela, which
remain largely underrepresented in linguistic scholarship.
The interplay of languages within these zones of contact also include
English, which presents an additional layer of intricacy. A creole language
continuum situation complexifies the speaker’s milieu in that there is the
English-based creole on the one hand, referring to basilectal and/or
mesolectal varieties, juxtaposed with its standard/acrolectal and
non-standard English forms.
Book description
In this special issue of Brill’s Caribbean Series, we propose the edited
volume When Creole and Spanish Collide: Language and Cultural Contact in
the Caribbean, which focuses on those enclaves in Latin America and the
Spanish Caribbean where English/Creole speaking West Indians settled and
their language and culture still survives. This volume is ambitious in its
scope as we seek contributions on Spanish and Creole/English contact zones
within the Caribbean Basin, encompassing ten territories outlined below. We
also invite proposals that address diasporic flows and cyber communities
that inhabit digital spaces. The overarching goal of this interdisciplinary
volume is provide a space for comparative, contemporary scholarship as it
pertains to the territories/communities where English/Creole is spoken in
primarily Spanish-speaking societies, thus deepening our understanding of
cultural and linguistic pluralism. The thematic scope of the volume covers
three broad areas of language, education, and anthropology, as described in
detail below.
Geographical Scope
Territories and language varieties are restricted to:
-
Belize—Belizean Creole English
-
Colombia—particularly the off-shore islands Providencia and San Andrés
where Islander Creole English is spoken (a.k.a. Bende or San Andres Creole)
-
Costa Rica—particularly the region the Limón where Limonese Creole
English is spoken (a.k.a. South Western Caribbean Creole English, Mekatelyu)
-
Cuba—where there is potential contact with Jamaican Creole English and
where Baragua may still survive
-
Dominican Republic—where there is contact with Jamaican Creole English
and where Samana English is spoken
-
Honduras—specifically Bay Island English and enclaves on the North
Coast where creole is spoken
-
Nicaragua—Miskito Coast Creole English (a.k.a. Nicaraguan Creole
English, Rama Cay Creole English, or Bluefields Creole English)
-
Panama—areas such as Boca de Toros where Panamanian Creole English is
spoken (a.k.a. Guari Guari or Patois)
-
Puerto Rico—where there is contact with West Indian Creole English
-
Venezuela—where there is contact with West Indian Creole English (e.g.,
El Callao)
-
Anywhere that linguistic and cultural practices are evident in diasporic
or digital communities (e.g., North American contexts, in bordering
countries, social media, online forums, etc.)
Thematic scope
We are looking for proposals that explore Creole/English and its speakers
from the territories named above in relation to language, educational, and
cultural practices and realities. Relevant topics include, but are not
limited to:
Language
-
language contact phenomena (language maintenance, shift, attrition, and
death) primarily between Creole/English and Spanish (and/or English and
indigenous languages);
-
creole language (structure, phonology, pragmatics, semantics,
orthography, diachronic and synchronic variation);
-
multilingual practices (social and structural code switching, code
mixing, code meshing, and language acquisition);
-
language socialization (culturally embedded child-caregiver dynamics,
learning community language practices through socialization);
-
creole as an identity marker (acts of identity, crossing, style, and
stance);
-
literary contributions and analysis of writers of West Indian heritage.
Education
-
critical and participatory literacy (voicing, advocacy, praxis, accent,
identity, teachers as learners);
-
critical pedagogy (mass media, discourse, de/coloniality, teachers as
researchers);
-
critical research methods and participatory action research (e.g.,
portraiture, testimonio, critical case studies, critical ethnography).
Anthropology
-
cultural identity (including Afro-Caribbean, American-Caribbean,
Spanish-Caribbean, and West Indian Caribbean identities);
-
cultural hybridity reflected in performance art (music, dance, theater),
visual art (drawings, paintings, sculptures, photography, installations),
and costumes/fashion;
-
cultural practices (e.g., religion, celebration of holidays, carnival,
and other festivals);
-
family dynamics (family structures, marriage, roles of men, women, and
children);
-
cultural context (the effect of culture and history on behavior and ways
of living).
Proposal Submission
Interested authors are invited to submit proposals online by August 31,
2017. Proposals should be submitted at https://creolescollide.wixsite
.com/proposals <https://creolescollide.wixsites.com/proposals>. Authors
will receive acceptance notification by September 30, 2017. Please direct
questions regarding submissions to creoles.collide at gmail.com.
Proposals should contain the following information:
-
Proposed chapter title
-
Author name(s) and affiliation(s)
-
1000 word (maximum) chapter proposal
-
50-100 word biography for each author
-
Clear identification of the territory addressed
Chapter Submission
Contributions between 5000-7500 words (including bibliography and notes)
are welcome. DUE on February 28, 2018 (if accepted).
Important Dates
-
DEADLINE for proposal submission: August 31, 2017
-
Notification of acceptance: September 30, 2017
-
First draft of chapters: February 28, 2018
-
Final draft of chapters: May 30, 2018
-
Projected publication: 2019
Prospective Readership
The target audience for this volume includes linguists, educators, cultural
studies scholars, literary scholars, anthropologists, language policy
makers, communication scholars, and students in higher education.
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