Carol Thorne, Dr. d’état
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Carol Thorne, Dr. d’état

Part-time Lecturer of Cultural Anthropolgy

506-858-8970 ext: 194

B.A., Gordon College, B.Ed., University of New Brunswick, Licence ès lettres, Maîtrise, Dr d’état (Sorbonne, Paris III)

Office: Murray Hall 283


Carol Thorne grew up in a small farming community in Kings Co., New Brunswick.  After graduating from Belleisle Regional High School, she attended the United Baptist Bible Training School (the “grandfather” institution of the present-day Crandall University) and did two years of university courses there before transferring to Gordon College in Wenham, Massachusetts to complete her B.A. degree in Modern Foreign Languages, with a major in French and a minor in German.  She then returned to Moncton to teach at the United Baptist Bible Training School and, later, at Harrison Trimble High School.  While teaching, she took evening and summer courses towards a Bachelor of Education Degree, which she received in 1972 from the University of New Brunswick.  In the fall of 1973, Carol headed to Paris to study for a year at the Sorbonne University before going to Cameroon, West Africa to become involved in linguistic research, literacy, and Bible translation with the sister organizations, Wycliffe Bible Translators (WBT) and the Summer Institute of Linguistics (SIL).  During her fourteen years in Cameroon, Carol helped to reduce the Tikar language to writing, produce reading materials in that language, and teach the people to read and write it.  In addition, she produced teaching tools and trained a number of Tikar speakers to teach literacy classes.  At the same time as she was doing this, she worked with a teammate and several Tikar men on the translation of the New Testament, as well as of several Old Testament stories, into the language.  During a furlough year in 1977, Carol undertook to complete a Master’s degree (maîtrise) in Linguistics at the Sorbonne, and then, embarked on a doctoral program through that institution, receiving her degree (doctorat d’état) in 1986.

My Interests & Passions:

My passion for each of the three main subject areas in which I have taught over the years: French, Linguistics, and Cultural Anthropology, is undoubtedly a result of having done linguistic research in a country where the language of interaction with local authorities and other government officials was most often French; and having lived in a Cameroonian village for most of the time, surrounded by a culture very unlike my own. Those fourteen years of life among the Tikar people of Cameroon were not only a richly rewarding experience, but also have provided me with a wealth of personal examples on which to draw as I teach my Cultural Anthropology courses.  Likewise, the many hours spent learning, and then analyzing, the Tikar language; and eventually writing the detailed description of its morphology and syntax, which formed the basis for my doctoral dissertation, have proven to be of long-term usefulness in that I have almost always been able to think of an example to illustrate the linguistic concept that I am trying to communicate to my students.   Whether it’s been by seeing students in my Anthropology classes come to realize that a “different” way of doing something doesn’t mean it’s “wrong”, or knowing that some of my former Linguistics students have gone on to do post-graduate studies in linguistics, and are now either themselves members of WBT/SIL or else putting their knowledge of linguistics to use in other ways on a regular basis, my passion for those two subjects has been constantly fuelled over the years I have taught at ABC, ABU, and now Crandall.

I have always loved studying languages.  In fact, all I have to do is hear a new language being spoken around me, and the desire to learn it begins to mount within me.  Since returning home from Cameroon, I have continued to keep up my French, not only by teaching it on a regular basis at the University, but also by becoming involved with the Alliance Française de Moncton, an organization which specializes in the teaching of French.  I not only taught courses there, but also served as Board Chair for a number of years.  I also regularly teach French courses for seniors, or the “Young at Heart”, as I prefer to call them, who want to learn French, even if only to be able interact with their grandchildren who are in immersion.  I think I am a teacher at heart, and I’ve often said that there is no greater thrill for me than seeing my students – whether they be formerly-illiterate Tikar speakers in Cameroon, students in my classes at Crandall, or those not-so-young-anymore people who come to classes in my home –  learn to read or to say something for the very first time.

Classes I currently teach

Intermediate French I/II

Cultural Anthropology

Life Cycle and Kinship

Classes I have taught:

Fundamentals of French I/II

Conversational French

Advanced French I/II

German Reading Course I/II

Linguistics I/II



Stanley, Carol. 1982a. “Direct and reported speech in Tikar narrative texts”, in Studies in African Linguistics 13 (3): 31-52.

Stanley, Carol. 1982b. “Form and function of adjectival elements in Tikar”, in Journal of West African Languages 12 (2): 83-94.

Stanley, Carol. –  1982c.  “Participants in Tikar narrative texts”, in Cahiers du Département des Langues Africaines et de Linguistique 2:109-144.  Yaoundé, Cameroon: University of Yaoundé.

Stanley-Thorne, Carol.  1993.  “Language and Culture”. In Margaret Harry (ed.) PAMAPLA 17, 65-72.  Halifax:  St. Mary’s University.

Stanley-Thorne, Carol.  1995.  “Noun classes in Tikar”.  (ERIC Document Reproduction Service No. ED395 504).

Stanley-Thorne, Carol.  1997.  “Compounds in Tikar”.  In Marie-Lucie Tarpent (ed.) PAMAPLA 21, 154-169.  Halifax:  St. Mary’s University.

Stanley-Thorne, Carol.  2002.  Meeting the Literacy Needs of a Pre-literate Society. In Sandra Clarke (ed.) PAMAPLA 26, 57-65. St. John’s, NF:  Memorial University.

Atlantic Provinces Linguistics Association 26 – Memorial University, St. John’s, 2002.

Paper presented:  “Meeting the literacy needs of a pre-literate society”.

Stanley-Thorne, Carol. 2002. Color terms.  A problem for translation. In Linguistica Atlantica, 24: 79-83.

Stanley-Thorne, Carol. 2004. A cross-cultural comparison of the use of color terms.  In Jane Smith (ed.) PAMPLA 28, 99-108. Orono, Maine : University of Maine.


Stanley, Carol & Ellen Jackson.  1977.  Description phonologique du tikar (parler de Bankim).  SIL: Yaoundé.

Stanley, Carol. 1991.  Description morpho-syntaxique de la langue tikar (parlée au Cameroun).  Lille: ANRT.

Thorne, Carol A., (principal author of 2nd edition of the Cahier d’exercices), B. Edward Gesner, James W. Brown and Patricia P. De Méo.  2003.  Bonne Route! Cahier d’exercices. Manuel de laboratoire  2e éd. Canada: Thomson Nelson.


2004 – Chevalier of the Ordre des Palmes Académiques medal (Award from the French Ministry of Education)

2010 – Crandall University’s Distinguished Alumni Award

2013 – Professor Emerita