{"title":"Kreyòl Pale, Kreyòl Konprann:海地matnnwa的海地认同和克里奥尔语母语学习","authors":"Rachèle-Jeanie Delva","doi":"10.1353/jhs.2019.0003","DOIUrl":null,"url":null,"abstract":"Abstract: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.","PeriodicalId":137704,"journal":{"name":"Journal of Haitian Studies","volume":"143 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2019-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"\\\"Kreyòl Pale, Kreyòl Konprann\\\": Haitian Identity and Creole Mother-Tongue Learning in Matènwa, Haiti\",\"authors\":\"Rachèle-Jeanie Delva\",\"doi\":\"10.1353/jhs.2019.0003\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract: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.\",\"PeriodicalId\":137704,\"journal\":{\"name\":\"Journal of Haitian Studies\",\"volume\":\"143 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2019-09-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Haitian Studies\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1353/jhs.2019.0003\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Haitian Studies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1353/jhs.2019.0003","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 1
摘要
摘要:Lekòl Kominotè matnnwa (LKM)是matnnwa La gon ve社区的一所小岛学校,致力于海地教育体系的改革和克里奥尔语的合法化。通过与文化相关的克里奥尔母语教学法结合文化意识学习模式,鼓励小学生发展他们的海地身份。为了理解这个模型,我们对来自LKM和另外两所学校的不同参与者进行了定性研究——一年级学生、六年级学生和他们的教育者。通过观察、访谈、焦点小组和长时间的实地考察,本研究旨在对这种组合学习模式对身份的影响提供一个比较和解释的观点。
"Kreyòl Pale, Kreyòl Konprann": Haitian Identity and Creole Mother-Tongue Learning in Matènwa, Haiti
Abstract: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.