Typically, the debates on economic advancement in this ‘globalized’ economy, particularly for small states, are steered towards the robustness of monetary and fiscal policies and other related macroeconomic measures. Without doubt those are essential ingredients, but this paper seeks to draw close attention to an often taken-for-granted, but equally fundamental driver of economic progress.

“Internationalization of Tertiary Education in the Caribbean'' refers, at least in part, to the extent to which the Anglophone Caribbean provides access to higher education at international standards of quality, scope, cost, and relevance. Anglophone Caribbean nations have responded to this internationalization challenge and significantly increased enrolment ratios, often driven by public investment, in an effort to align more closely their ratios with international rates of tertiary education coverage.

Canada’s multicultural policy has been in effect since 1971, and corresponding changes to immigration policy since then have resulted in a significant shift in ethnoracial demographics. What was once seen as the “great white north” is becoming, especially in large urban centres such as Toronto, Vancouver, and Montreal, increasingly non-white in terms of population.

This study tested the equivalence classification hypothesis, which claims that in learning a second/foreign language ‘new’ sounds are more easily mastered than ‘similar’ ones. Participants included 49 speakers of St Lucian French Creole (SLFC) and St Lucian English Creole (SLEC), all secondary school students studying French as a foreign language, and a control group of 11 Martiniquan French speakers.

This paper examines the speech of Jamaican Creole (JC)-speaking two-year-olds in urban Kingston, with specific reference to interactions using the ‘wh-’ question constructions ‘Whose?’, ‘Where?’, ‘What is X doing’ and their JC equivalents. Of interest here, is a consideration of the range of JC and Standard Jamaican English (SJE) question constructions understood by the children, as well as the forms of the answers provided by them. Findings are that code-mixing of JC and SJE is characteristic of the speech of these children.

In institutions of higher education, faculty members are increasingly being asked to teach their courses online, usually without any prior experience in this environment or any systematic training to teach in this mode. Faculty require professional development activities aimed at equipping them with the key competencies needed to teach in the online environment. Moving professional development activities for faculty from the face-to-face to the online environment has been explored as a way to increase access by making training more convenient to faculty.

In spite of seeming global indecision regarding the significance of teacher education, the Caribbean Journal of Education (CJE) has provided space for academics to research, discuss and theorize the education of teachers for the last 35 years.

The Caribbean Journal of Education (CJE) has been in existence for  35 years and during that period has published several articles which both directly and indirectly report and reflect research, analysis and commentary on the issue of gender as it pertains to various aspects of education. This overview focuses on articles which have explicitly addressed gender, and acknowledges, but does not comment on, the several articles where gender has been included as a category of research and analysis even though it may not have been the major focus. 

This paper highlights works published in the Caribbean Journal of Education (CJE) from literacy and language arts scholars on that special  group  of  islands in the Western  Hemisphere  called the Caribbean. It is a territory that received the first documented European visit in 1492 when Columbus landed in what he named “San Salvador”.

Several articles on the Caribbean language situation and its implications for Caribbean education in general, and the teaching of English in particular, have appeared in the Caribbean Journal of Education during the 35 years of its existence. They reflect recognition of Creoles as real languages and also increasing appreciation of them as symbols of culture and national identity. One manifestation of this is a relatively positive attitude to the use of these vernaculars in the classroom, in one way or another, alongside the co-existent European language.