Haitian Creole Language and Bilingual Education in the United States: Problem, Right, or Resource?

• Autores: Flore Zephir
• Localización: Journal of multilingual and multicultural development, ISSN 0143-4632, Vol. 18, Nº. 3, 1997, págs. 223-237
• Idioma: inglés
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• Resumen

  • This article looks specifically at the issue of a meaningful education for Creole-speaking students, particularly the Haitians, in the context of US bilingual programmes. In particular,it addresses the centralquestion of how the home language,thatis the Creole language, is used in the school system and what value is attached to it in an attempt to provide this particular group of students with effective instruction. Are the needs of Creole-speaking students being addressed by the schools? Are they being empowered to succeed? By looking at the Creole language as a strong marker of ethnicity for this particular group, it argues that this language has a rightful place in the educational system, and should no longer be perceived as a source of problems. It is the language that keeps the Creole-speaking children connected to their roots and gives them a sense of pride necessary to succeed and reach their full human potential. The article urges educators not to misclassify Creole-speaking students as African Americans, and to take into account their linguistic and cultural perspectives in the educational experience. Instruction in the Creole language is advocated as a model superior by far to the sink or swim' model.