ABSTRACT
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).
TABLE OF CONTENTS
chapter |10 pages
Introduction
part |50 pages
Haiti
chapter |8 pages
Ayiti, Hispaniola, Saint-Domingue, and Then Haiti
chapter |18 pages
From Ideologies About ‘Corrupted Language' to Linguistic Research
part |38 pages
Researching and Theorizing Language-in-Education in a Post-Colonial Context
part |96 pages
Doing Lessons in French and in Haitian in Two Schools
chapter |11 pages
“You don't know the lesson”
chapter |9 pages
Considering the Significance of Local Plants in Haitian
chapter |14 pages
Dialogic Interactions in Haitian and in French at Kaypro School
chapter |24 pages
Reciting and Writing From the Textbook
chapter |14 pages
Orienting to the Textbook as the Location of Knowledge
part |24 pages
Moving Beyond the Workings of Coloniality: Redefining Language and Education Futures