Do Creoles conform to typological patterns? Habitual marking in Palenquero—Erratum

Abstract

In the original publication of this article (Smith, 2021), a production error caused some of the Examples to be misnumbered. The correct numbering is as follows:• The two examples given on the eighth page of the article are examples (4) and ( 5).• The examples given on the ninth page of the article are, in order, examples ( 6), ( 7), ( 8), ( 9), ( 10), and (11).

Reinforcement of Grammatical Structures through Explicit Instruction in Palenquero Creole: A Pilot Study

“…Table 1 illustrates the chosen particles. The teaching materials were created based on previous Palenquero grammar descriptions (e.g., Lewis 1970;Moñino 2007Moñino , 2013Schwegler 2007aSchwegler , 2007bSchwegler and Green 2007;Smith 2013Smith , 2014Lipski 2012Lipski , 2014Lipski , 2020bCassiani-Obeso 2019a, 2019b. Given that regular Palenquero classes in Palenque have neither a coherent nor collective teaching approach or framework, and lack sufficient class materials, explicit instruction, corrective feedback, communication with fluent speakers, and evaluation of students and teacher, this pilot study has been created to test whether the observed overextension and mismatched forms produced by heritage speakers of Palenquero can be reduced through explicit instruction in a classroom setting.…”

“…Examples of proficiency measurements that have been used are self-report questionnaires, sociolinguistic interviews, and judgements from teachers and community leaders. With regard to characteristics that can set Palenquero heritage/L2 speakers apart from fluent adult speakers, researchers have analyzed "the usage of preverbal particles (Lipski 2020b;Smith 2013Smith , 2014, Spanish-like feminine gender agreement (Lipski 2015(Lipski , 2018b, placement and processing of the negative elements (Lipski 2010(Lipski , 2017(Lipski , 2018a, use of the pluralizer ma (Cassiani-Obeso and Smith 2021; Lipski 2012Lipski , 2014Moñino 2007Moñino , 2013Schwegler 2007b), and overall performances with interviews and translation tasks (Lipski 2020a(Lipski , 2020b)" (Lipski 2020c, p. 3).…”

“…Traditional descriptions of the TMA particles in Palenquero are presented as follows: bare (zero) stative verbs signal present tense (1); the particle asé is used to ex-press habituality (2); ta is used for progressive aspect (3); a is used for past or perfective/completive events (4); and tan is used to signal future (5) (Although there are more preverbal particles for TMA, I have only included the ones that are relevant for the present study. For a more exhaustive list see Smith (2013Smith ( , 2014; Schwegler and Morton (2003); Schwegler and Green (2007); and Triviño-Doval and Simarra-Reyes ( 2012)) (Bickerton 1975). (In the examples, the symbol Ø is used to indicate absence of a preverbal particle).…”

“…It is important to mention that some of these particle combinations are not found in the speech of fluent Palenquero adults (e.g., a tan + verb to express past references). Although the use of preverbal particles for TMA are variable among fluent adult speakers (Smith 2013(Smith , 2014 (see discussion in Section 1.4.2), they never confuse temporal reference, while L2 speakers seem to have extended perfective and future particles to inappropriate contexts (Lipski 2012(Lipski , 2014. Based on this, we can conclude that polyvalent forms such as the use of the preverbal particle a (both perfective with non-stative verbs and simple present with stative verbs) require more time and exposure to acquire.…”

“…Perhaps including a control group that does not receive explicit instruction will provide stronger evidence for the role of explicit instruction on the acquisition of morphosyntactic elements. Additionally, it is important to include the teaching of patterns of variation that are observed in the language such as the variation of ma versus bare forms to mark plurality (Cassiani-Obeso and Smith 2021) and variation of preverbal particles (Smith 2013(Smith , 2014. Variation is an inherent aspect of Palenquero Creole that needs to be addressed in the teaching curricula.…”