Dear Editor,

The article “CSEC English Language exam needs oral component…” (Observer, March 13), reports a call by Mr Ruel Reid for the inclusion of an oral component in the exam as “one way to correct the problem of poor use of the language (English) in local schools”. This is an idea whose time has come, but not without official recognition of patois and the relevant policy response to the teaching of English Language in our schools. This issue of problems associated with “poor language use” was recognised by the Piggot Commission from as early as 1911. The problem is not new and the reluctance to respond to the “crux” of the matter is just as age-old. The idea of an oral component in the exam may not be an effective solution to the problem at this time.

In making his point regarding the inclusion of an oral component in the exam, the Observer quotes Mr Reid as saying, “We do it for French and Spanish, then why on earth don’t we have that for English Language?” He called on the CXC to model the British “who are already doing that in their GCE examinations”.

The reference French and Spanish is important. Those languages are taught as second languages in Jamaica. The recommendations have been made repeatedly from sources of authority to teach English as a second language to a majority of Jamaican students. The idea here is not to make it a second language, but to teach it in the same way that French and Spanish are taught in the schools. In the case of England, the teachers teach English Language with the full knowledge that their English children speak the language. In Jamaica, the majority of students are taught English Language with the assumption that they speak the language – this is probably the most serious problem associated with illiteracy and under-performance in Jamaica.

Like many Jamaicans, I feel very strong about this issue. I have been through the experience. I have observed cases and studies on how this problem raises its many ugly heads in the immigrant communities of North America. I have written to the public defender on this matter. I have observed from data on GSAT entrants to one St Catherine school from which a significant majority could not read at the Grade 7 level, and that many of those entrants had problems reading the Primer reading book.

The socio-cultural factor, in my mind, was the major factor associated with that level of illiteracy. One radical thinker in education, Ivan Illich, argued that language/communication is the most important factor in education. We need to take the issue seriously and this is why Mr Reid’s argument is important. It opens the call for deep inquiry into a major problem associated with poor use of English language in the school as well as continued poor academic performance – all of these are barriers to the development of a 21st century nation informed by responsible citizenship, a more well-developed academic sector and an advanced workforce – all having the capacity to lift this country into higher spheres of development.

Louis EA Moyston

Kingston 8

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