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In:Creole Studies – Phylogenetic Approaches
Edited by Peter Bakker, Finn Borchsenius, Carsten Levisen and Eeva M. Sippola
[Not in series 211] 2017
► pp. 5–33

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Chapter 2
Key concepts in the history of creole studies

 | Aarhus University
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Published online: 31 May 2017
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https://doi.org/10.1075/z.211.02bak
Abstract
This chapter serves as a brief introduction to creole studies. It mostly deals with issues that are discussed in the book, but not exclusively. It starts with an introduction of terminology, and key terms are printed in CAPITALS. The second part presents a number of observations and claims that have been made more or less explicitly in creole literature. Some key sources are given, and arguments are discussed briefly. This background knowledge should enable the reader to interpret the subsequent chapters, and take an informed position on the basis of the results presented there. We end by discussing a number of issues that could become important in the future of creole studies.
Article outline
  • 2.1Introduction
  • 2.2Creole studies
  • 2.3Issues in creole studies
    • 2.3.1General characteristics
      • (1)Creoles are natural languages, just like any other language
      • (2)Creoles are the result of retention, loss, and reconstitution
      • (3)Creoles are alike, simple and mixed
      • (4)The definition of “creole language” is circular
    • 2.3.2Sociohistory of creoles and creolization
      • (5)It is impossible to distinguish creoles from non-creoles on the basis of the structure alone, without knowledge of the sociohistory of a language community
      • (6)Certain sociohistorical circumstances have an effect on language structure, and specific circumstances can lead to the emergence of creoles
      • (7)The ecology of each situation of each creolization event was different, and therefore requires extensive data collection from historical sources
      • (8)Creoles are created as an act of identity
      • (9)Creoles are or were spoken by suppressed populations
    • 2.3.3Development: Pidgin stage or not
      • (10)A creole does not emerge without a preceding pidginization stage
      • (11)Creoles emerge without a pidgin
      • (12)A creole is a nativized pidgin
    • 2.3.4Influences from input languages
      • (13)A creole language is a structural continuation of an imported or indigenous language, where only the word forms have been replaced by words from another (mostly European) language
      • (14)Creoles are natural continuations of the lexifiers, which developed just like for example Latin developed into Italian or Spanish
      • (15)In the case of creoles, transmission of the language from parents to children was broken at one point in time
      • (16)Creoles are the result of a combination of features from several languages, notably the lexifier and its vernaculars, and different indigenous or transplanted languages
      • (17)Creoles show no structural traits from the indigenous or transplanted languages, and hence no substrate influence at all
    • 2.3.5Complexity of Creoles
      • (18)Creoles are, as a group, less complex than non-creoles
      • (19)Some creoles are more complex than their lexifiers
    • 2.3.6Creators of creoles
      • (20)Creoles are created by children
      • (21)Creoles are created by adults
      • (22)Creoles are created by adolescents
    • 2.3.7Gradual or quick
      • (23)Creoles develop slowly, over several generations
      • (24)Creoles develop quickly, within one generation
      • (25)Creoles show grammaticalization paths at an accelerated pace
    • 2.3.8Location
      • (26)(Some) creoles developed on plantations
      • (27)Creoles developed in urban settings
      • (28)Some creoles developed in other settings: forts, mission stations and maroon societies
    • 2.3.9Reasons for perceived similarities
      • (29)The structures of creoles are similar because their substrate languages show similarities
      • (30)The innovations in creoles reflect pragmatic aspects of language, i.e. language use
      • (31)The structures of creoles reflect the more deeply engrained properties of the human brain through a bioprogram
      • (32)The innovations in creoles reflect cognitive aspects of human communication, e.g. through saliency of meanings
    • 2.3.10Semantics
      • (33)Word meanings in creoles often deviate from the cognates in the lexifier because of influence from other languages
  • 2.4Research on creole languages and the contributions to this book
  • References
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