French and Kreyol in Multilingual Haiti: Insights on the Relationship between Language Attitudes, Language Policy, and Literacy from Haitian Gonaviens

Autor/inn/en	Ulysse, Gerdine M.; Burns, Katharine E.
Titel	French and Kreyol in Multilingual Haiti: Insights on the Relationship between Language Attitudes, Language Policy, and Literacy from Haitian Gonaviens
Quelle	In: Critical Inquiry in Language Studies, 19 (2022) 2, S.163-192 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burns, Katharine E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1542-7587
DOI	10.1080/15427587.2021.1974300
Schlagwörter	French; Creoles; Foreign Countries; Multilingualism; Language Attitudes; Educational Policy; Literacy Education; Power Structure; Decolonization; Haiti + Suchen Sie Ihr Suchwort? Französisch; Kreole; Ausland; Mehrsprachigkeit; Multilingualismus; Sprachverhalten; Politics of education; Bildungspolitik; Dekolonisation; Entkolonialisierung
Abstract	This targeted, qualitative study examines language attitudes, educational language policy, and literacy in an underrepresented segment of Haiti's multilingual society. Drawing on decolonizing theory, we take a critical stance, arguing that colonial language ideologies that privilege French and disempower Kreyol are reproduced in the marginalization of Kreyol in Haitian schools, which results in low literacy levels and exacerbates postcolonial power dynamics and socioeconomic inequalities. Most Haitians are monolingual speakers of Kreyol, but most schooling is conducted in French, a language spoken only by an elite minority. Previous studies on Creolophones' language attitudes have not focused on beliefs about community language use and have excluded the voices of Haitians who are non-urban and who have basic literacy or are illiterate. This study is an important first step in addressing this gap. Thirteen participant interviews were analyzed using content analysis. Findings revealed a complex set of attitudes and orientations toward Kreyol, French, and educational language policy, with participants at times resisting and at times aligning with colonial ideologies. Overall, the majority displayed positive language attitudes toward Kreyol as a language of cultural identity, and believed Kreyol should be used for literacy education. Preliminary implications for language policy and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01