Language and Learning in a Post-Colonial Context

A Critical Ethnographic Study in Schools in Haiti
1. Auflage 2018
ISBN: 978-1-138-49908-9
Verlag: Routledge

Buch, Englisch, 250 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 371 g

Reihe: Routledge Critical Studies in Multilingualism

This book explores the social, political, and historical forces that mediate language ideology and practices in post-colonial education and how such ideology and practices influence students’ academic achievement. Jean-Pierre provides empirical evidence that a relationship exists between language practices and school underperformance.

He takes Haiti as the focus of study, finding that students and teachers experience difficulty constructing knowledge in a setting in which the language they speak at home (Creole) differs from the language of instruction (French). The research is based on ethnographic data collected in classrooms in both private and public school settings in addition to different sectors of the society (e.g. state and private institutions).

Autoren/Hrsg.

Jean-Pierre, Marky

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Curricula: Planung und Entwicklung

Inhaltsverzeichnis

1. Introduction Part 1: Haiti: Colonial Hierarchies and Language Ideological Legacies in the Building of a Nation 2. Ayiti, Hispaniola, Saint-Doming and then Haiti: A Brief Account of the Colonial History of Haiti 3. From Ideologies about 'Corrupted Language' to Linguistic Research: Unpacking the Past and Present Representations of Creoles and Reconceptualizing Haitian 4. The Trajectory of Language and Education Policies in Haiti, from the Era of Columbus to the Present Part 2: Researching and Theorizing Language in Education in a Post-Colonial Context 5. Language-in-Education in Haiti: Orienting Theories 6. Language-in-Education in Haitian Classrooms: Research Methodology Part 3: Doing Lessons in French and in Haitian, in Two Schools: Texts, Talk and Ways of Knowing 7. Teacher-Dominated Talk in a Third Grade History Lesson at KayPro School 8. "You Don't Know the Lesson": Teacher Talk in a Fourth Grade Geography Lesson at Mango Fil School 9. Discussing the Environment in Haitian in a Third Grade Natural Sciences Lesson at KayPro School: Students' Voices and Positive Teacher Evaluation 10. Considering the Significance of Local Plants in Haitian: A Sixth Grade Lesson at Mango Fil School 11. Dialogic Interactions in Haitian and in French lessons at KayPro School 12. Reciting and Writing from the Textbook: A French-Medium Math Lesson in a Third Grade Classroom at KayPro School 13. Orienting to the Textbook as the Location of Knowledge: A Haitian Language Arts Lesson at Mango Fil School Part 4: Moving Beyond the Workings of Coloniality, Redefining Language and Education Futures 14. Educating or Merely Schooling Haitian Students? 15. Closing Reflections: Redefining Language and Education Futures in Haiti

Über Autor(innen)

Marky Jean-Pierre is Visiting Assistant Professor of French at Tulane University, USA.