Kreyòl Pale, Kreyòl Konprann

Haitian Identity and Creole Mother-Tongue Learning in Matènwa, Haiti

Dados Bibliográficos

ID4940570
AutoresRachèle-Jeanie Delva (autor correspondente)
Ano2019
Volume25
Fascículo1
Páginas92-125
Data de publicação2019-01-01
Open AccessNão
TipoARTICLE
PeriódicoJournal of Haitian studies (JOURNAL)
Identificadores do periódicoISSN: 1090-3488 • E-ISSN: 2333-7311
EditoraProject MUSE (PUBLISHER • US)
DOI10.1353/jhs.2019.0003
OpenAlexW2976087658
IdiomaEN
Citações recebidas1
Referências citadas12

Lekòl Kominotè Matènwa (LKM), a small island school in the Matènwa La Gonâve community, is engaged in the reform of the Haitian education system and the legitimization of the Creole language. Through a culturally relevant Creole mother-tongue pedagogy coupled with cultural awareness learning model, primary school children are encouraged to develop their Haitian identity. A qualitative research was conducted with diverse participants from LKM and other two other schools—first graders, sixth graders, and their educators—to understand the model. Through observations, interviews, a focus group, and prolonged stay in the field, this research aimed to offer a comparative and explanatory view on the impact of this combined learning model on identity

Art · Creole language · First language · Focus group · Identity (music · Linguistics · Pedagogy · Qualitative research · Sociology · Anthropology · Educator Training and Historical Pedagogy · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology