This article examines whether the conventional notion of bilingual literacy is applicable to speakers of creole languages in terms of autonomy, codification, instrumentalisation, education and literacy practices. It then goes on to describe alternative conceptions of both literacy and bilingualism that appear to be more relevant to creole contexts – namely, the sociocultural literacy approach and truncated bilingualism. The article concludes with a discussion of the educational benefits to creole speakers of adopting either conventional or alternative bilingual literacy practices in the classroom.
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