Typically, pidgin languages have a

Typically, pidgin languages have a small vocabulary, simple grammatical structure, and a narrow range of functions than the languages from which the pidgin was developed. Pidgin language use decreases and may even disappear when one group learns the language of the other or if the original reason for communication, such as trading or selling goods, has ceased. In some situation, the pidgin develops into a creole language. This occurs when a pidgin language has been used across two generations, so that the children of the initial speakers of the pidgin learn or acquire the new languages as their “mother tongue.” As use of this language becomes more widespread and stabilized, it becomes a creolized language.
When a pidgin is creolized, linguistic features of the language are expanded, especially with respect to grammar-syntax, vocabulary-semantics, and function-style-pragmatics. For example, in the coastal area from Florida to South Carolina, the creolized language Gullah is still spoken today in some localities. Gullah began as a pidgin a pidgin language used among the slaves, who were brought to that coastal area from many different tribes along the western coast of Africa, and the plantation owners. Words and grammatical rules from English and the different African languages were combined into one language. This language made communication possible between the Africans and the plantation owner (Fishman, 1995; Fromkin & Rodman, 1998; Pollitzer, 1993). As Gullah was learned by successive generations, it became a creole.
Although some creoles are no longer used as languages, certain vocabulary and characteristic accents or pronunciations may have been incorporated into English and are still in use today. Teachers should be aware of the creoles historically used in their communities because the current dialect of English in use may have words, accents, or other linguistic features from those earlier languages.
Standard American English: A Dialect. Standard American English (SAE) is often referred to as the “most correct” from of language used in the United States and is the form of language considered appropriate in corporate, business, government, and formal education settings. Standard American English is actually a dialect of English, and the use of the term standard is misleading (Durkin, 1995; Fromkin & Rodman, 1998; Meechan & Rees-Miller, 2003). The actual SAE dialect varies with the region of the United States. SAE, as described by grammarians, is not actually used by people; instead, speakers use a form of the SAE having more or less of the SAE features, depending on their social status, educational level, and the setting (O’Grady et al., 2005). Throughout history, one variety of language has typically been used to communicate more broadly within any given culture (Gadda, 1995). This is not surprising because language plays a significant role in the development and advancement of any culture. Fromkin and Rodman (1998) caution against considering SAE (or any other standard dialect) as a superior from of language over other dialect or languages because the “standard dialect” is “neither more expressive, more logical, more syntactically complex, nor more regular than any other dialect or language. Any judgments, therefore, as to the superiority or inferiority of a particular dialect or language are social judgments, not linguistic or scientific ones.” (p.409).