This paper reviews and critically assesses issues that pertain to the implementation of Creole languages in education. We review historical, social and political issues that have hindered the introduction of most of these contact languages in the educational domain as well as the factors that have spurred the integration of some of them into education. Based on the available literature, the paper also provides an overview of current projects around the world. We critically assess the main characteristics of past and current programs and projects that seek to implement Creoles in education and propose a tentative roadmap for setting up viable educational projects. Keywords: Creoles and education; educational projects

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In two "Short Notes" published in numbers 15:1 and 15:2 of the JPCL, Peter Snow examines Caribbean creole languages in contact with prestige languages other than their lexifiers. I will comment on two points made by Snow: One, quoting Aceto (1996: 46), Snow (2000b: 340) considers both decreolization and the continuum model as inadequate for accounting for such creole/non-lexifier contact situations. Two, diglossia implies a stable relationship while bilingualism is a manifestation of language shift. The creole/nonlexifier contact situations of Bastimentos EC and Sranan are characterized by diglossia, the Nicaraguan EC communities by bilingualism and language shift (Snow, 2000b: 341-342).My aim is to contribute to this discussion (rather than criticize) with observations about three other creole/non-lexifier contact situations (all Creole English and Spanish as in the case of the Bastimentos community studied by Snow). 1 I have first hand experience of the speech communities of San Andrés and Old Providence and St. Catherine, Colombia. Later on, I will make a comparison with the speech community of Puerto Limón, Costa Rica. I will not comment on the question about why English-based Caribbean creoles are more likely to form continua reaching from the basilect to the lexifier than French-based creoles. Nevertheless, I suggest the reasons for this (apparent) difference be sought in the typological differences between the mentioned lexifier languages.

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