Language and Learning in a Post-Colonial Context

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

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