Language ideology, socialization and pedagogy in Haitian schools and society

This dissertation explores the social construction of Haitian identity and citizenship viewed through ideological and practical issues surrounding Haiti's two languages, Haitian Kreyòl and French. I look particularly at the social construction of Haitian Kreyòl as it has emerged through competing discourses as a language equal to French, becoming a language of authority and empowerment. Combining sociolinguistic and ethnographic methods, my study is situated in rural and urban schools throughout Haiti. I analyse the metaphors and extensive metalinguistic terms used by parents, teachers and students to reveal how local ideas about both languages, how they vary and what they signify are shaping current social and political decisions. In addition, I analyze the different stances taken by language activists and linguists in the sociolinguistic and educational battles over Kreyòl literacy and orthography and show that the views of ordinary people as well as trained linguists appear to be potentially reconciliable in view of the profound social transformations underway in contemporary Haiti.