This study looks at language attitudes and production patterns of teachers in St. Kitts in the Eastern Caribbean, based on metalinguistic interviews conducted with nine teachers and one principal, as well as field notes from classroom observations. The analysis of these data shows generally positive attitudes towards Kittitian Creole (KC) amongst the teachers, who value KC for its cultural significance. However, KC was rather seen as ancillary in the education setting, with English taking centre stage. The classroom observations exhibit a majority use of standardised English by the teachers, with instances of KC in certain situations, such as for direct questions, scolding, or motivating, indicating ‘functional mixing’ (Youssef, 2014, p. 201) by teachers. This article provides first insights into de facto language policies in Kittitian classrooms, adding data from a lesser studied variety to the academic discourse on the role of English and Creole in Caribbean education.

中文翻译：

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圣基茨教师的语言态度和生产模式

本研究基于对九名教师和一名校长进行的元语言访谈以及课堂观察的现场笔记，着眼于东加勒比海圣基茨教师的语言态度和生产模式。对这些数据的分析表明，教师们普遍对 Kittitian Creole (KC) 持积极态度，他们重视 KC 的文化意义。然而，KC 在教育环境中被视为辅助，英语占据了中心舞台。课堂观察显示教师主要使用标准化英语，在某些情况下有 KC 的实例，例如直接提问、责骂或激励，表明教师的“功能混合”（Youssef，2014 年，第 201 页）。本文提供了对 Kittitian 教室中事实上的语言政策的初步见解，