The article focuses on the practical component of a professional development programme for trained teachers built on a model that seeks to empower teachers as reflective practitioners who assume responsibility for improving their own practice. It outlines the practicum before and after restructuring and then assesses the impact of the restructured practicum on a group of Language Education (English) students.

This research investigated curriculum provisions made for the treatment of Jamaican Creole (JC) throughout the education system in Jamaica and the views and practices of teachers involved in the delivery of Language Arts throughout that system; providing insights of the research gained through classroom observation with regard to the efficacy of teachers' practices in relation to these provisions; and highlighting the significance of the insights gained for language education planners in Jamaica, the wider Caribbean and the territories outside of the Caribbean, which share similar language

In this article curriculum provisions made for the treatment of Jamaican Creole (Mother Tongue) throughout the education system in Jamaica and the views and practices of teachers involved in the delivery of Language Arts throughout that system are investigated.