In this volume, editors Jo Anne Kleifgen and George C. Bond (K & B) compile a medley of voices to critically counter the notion of “linguistic exceptionalism” (p. 3) surrounding vernacular varieties of languages in Africa and the African diaspora. The contributors to this advocative volume demonstrate how exceptionalist discourse serves to marginalize its speakers through educational policies and practices. Collectively, the contributors suggest that “comprehensive ” (p. 10) is crucial to reverse false beliefs of linguistic exceptionalism.

The introduction of the Caribbean Advanced Proficiency Examination (CAPE), which has taken the place of the A-level examinations set by and for British institutions, was a logical step in the process of decolonization of educational practices in the officially English-speaking Caribbean. It also offered an opportunity to base curricular and examination practices in local realities. The CAPE syllabus for “Communication Studies'' very clearly aims to do so.

This paper presents aspects of the acquisition of the determiner systems of Jamaican Creole (JC) and Jamaican English (JE) used by Jamaican children from Creole-speaking communities in their first year of basic school. It shows that mixing within the Determiner Phrase of the native language—JC, with the second language—JE, is highly systematic, and suggests ways in which the language and literacy teacher may capitalize on this.