One of the most salient putative African features of Palenquero, an Afro-Hispanic creole spoken in northern Colombia, is the prenominal plural marker ma. However, plural number is not categorically marked with ma, which alternates with bare forms in plural contexts and also occurs in singular contexts. In a principled sample of noun phrases (n = 1,186) from the spontaneous speech of twenty-seven Palenquero-Spanish bilinguals, the rate of ma (versus zero) is 51% in plural and 13% in singular contexts. Singular ma is favored with subjects and specific objects, consistent with an association with definiteness. In plural contexts, where it is robust, selection of ma is favored with specific and generic referents in subject role. This conditioning indicates that plural marking is favored for discourse referential nouns, in accordance with the cross-linguistic generalization that morphological marking tends to appear on instances that approach the prototypical function of a category (Hopper & Thompson, 1984).

The Afro-Hispanic creole, Palenquero, has been spoken (together with Spanish) in the village of San Basilio de Palenque, Colombia, for centuries. Until recently, Palenquero was endangered due to prejudice, but language revitalization efforts are underway, and younger speakers are learning Palenquero, but with little reinforcement out of school. The school instruction involves no grammatical explanations, almost no student production, or critical feedback. Adult speakers usually do not address younger speakers in Palenquero, thus leaving school-acquired forms suspended without reinforcement. This represents a unique scenario of heritage acquisition of a language with no bidirectional communication between younger and adult speakers. The present study focuses on the use of preverbal particles and prenominal plural marker by heritage speakers of Palenquero before and after explicit instruction. Communication activities explicitly presented the prenominal plural ma and preverbal particles, such as zero morpheme (simple present), asé (habitual), ta (progressive), a (perfective/simple past) and tan (future). Participants performed better at the post-test and results suggest that explicit explanation of grammatical rules, practice, repetition, and corrective feedback improved the usage of ma and tan. This result lines up with previous studies that posit the amount of time and exposure that learners need in order to acquire complex morphology.