東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Language and learning in a post-colo...

Jean-Pierre, Marky.

FindBook

Google Book

Amazon

博客來

Language and learning in a post-colonial context: The case of Haiti.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Language and learning in a post-colonial context: The case of Haiti./
作者:	Jean-Pierre, Marky.
面頁冊數:	312 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: .
Contained By:	Dissertation Abstracts International72-10A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3465017
ISBN:	9781124766751

Language and learning in a post-colonial context: The case of Haiti.
Jean-Pierre, Marky.

Language and learning in a post-colonial context: The case of Haiti. - 312 p.

Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: .

Thesis (Ed.D.)--University of Massachusetts Amherst, 2011.

The purpose of this study is to investigate historical and linguistic forces that interact to undermine school achievement in Haiti. From a sociocultural perspective, this study explores the social, political, and historical forces that mediate language ideology and practices in Haitian schools and how such ideology and practices influence students' academic achievement. This study analyzes the role of French and Creole in schools and investigates the linguistic tensions in the Haitian society where Creole, the home language of both students and teachers and the only language broadly used in the country, is relegated to secondary importance in education and other institutional settings. The study relies on ethnographic data collected in a third grade, a fourth grade, a fifth grade, and a sixth grade classroom in a private and a public school in a semi-urban area around the capital city of Haiti as well as data collected in different sectors of the society (e.g. state and private institutions). Building upon the literature regarding classroom discourses and the literature on sociocultural theory, coloniality, language ideology, and symbolic domination, this study problematizes language and educational practices in Haiti and offers recommendations for rebuilding Haiti's educational system in the aftermath of the devastating earthquake of January 12th 2010. Given the role of students' home language in their instruction, this study argues that any effort aiming the revitalization of the school system in Haiti needs to take into consideration issues related to language in the education system.

ISBN: 9781124766751Subjects--Topical Terms:

626654
Education, Sociology of.

Language and learning in a post-colonial context: The case of Haiti.
LDR:02731nam 2200349 4500 001 1399008
005 20110915090335.5
008 130515s2011 ||||||||||||||||| ||eng d
020 $a 9781124766751
035 $a (UMI)AAI3465017
035 $a AAI3465017
040 $a UMI $c UMI
100 1 $a Jean-Pierre, Marky. $3 1677939
245 1 0 $a Language and learning in a post-colonial context: The case of Haiti.
300 $a 312 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: .
500 $a Adviser: Margaret L. Gebhard.
502 $a Thesis (Ed.D.)--University of Massachusetts Amherst, 2011.
520 $a The purpose of this study is to investigate historical and linguistic forces that interact to undermine school achievement in Haiti. From a sociocultural perspective, this study explores the social, political, and historical forces that mediate language ideology and practices in Haitian schools and how such ideology and practices influence students' academic achievement. This study analyzes the role of French and Creole in schools and investigates the linguistic tensions in the Haitian society where Creole, the home language of both students and teachers and the only language broadly used in the country, is relegated to secondary importance in education and other institutional settings. The study relies on ethnographic data collected in a third grade, a fourth grade, a fifth grade, and a sixth grade classroom in a private and a public school in a semi-urban area around the capital city of Haiti as well as data collected in different sectors of the society (e.g. state and private institutions). Building upon the literature regarding classroom discourses and the literature on sociocultural theory, coloniality, language ideology, and symbolic domination, this study problematizes language and educational practices in Haiti and offers recommendations for rebuilding Haiti's educational system in the aftermath of the devastating earthquake of January 12th 2010. Given the role of students' home language in their instruction, this study argues that any effort aiming the revitalization of the school system in Haiti needs to take into consideration issues related to language in the education system.
590 $a School code: 0118.
650 4 $a Education, Sociology of. $3 626654
650 4 $a Caribbean Studies. $3 1670141
650 4 $a Education, Policy. $3 1669130
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Sociology, Sociolinguistics. $3 1669082
690 $a 0340
690 $a 0432
690 $a 0458
690 $a 0525
690 $a 0636
710 2 $a University of Massachusetts Amherst. $b Education. $3 1022801
773 0 $t Dissertation Abstracts International $g 72-10A.
790 1 0 $a Gebhard, Margaret L., $e advisor
790 1 0 $a Valdiviezo, Laura A. $e committee member
790 1 0 $a Mensah, Patrick $e committee member
790 1 0 $a Bailey, Benjamin $e committee member
790 $a 0118
791 $a Ed.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3465017