Marky Jean-Pierre
Language and Learning in a Post-Colonial Context
A Critical Ethnographic Study in Schools in Haiti
Marky Jean-Pierre
Language and Learning in a Post-Colonial Context
A Critical Ethnographic Study in Schools in Haiti
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This book explores the social, political, and historical forces that mediate language ideology and practices in post-colonial education and how such ideology and practices influence students¿ academic achievement, using Haiti as its focus.
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This book explores the social, political, and historical forces that mediate language ideology and practices in post-colonial education and how such ideology and practices influence students¿ academic achievement, using Haiti as its focus.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis
- Seitenzahl: 234
- Erscheinungstermin: 8. Oktober 2015
- Englisch
- Abmessung: 229mm x 152mm x 16mm
- Gewicht: 508g
- ISBN-13: 9780415709200
- ISBN-10: 0415709202
- Artikelnr.: 39594760
- Verlag: Taylor & Francis
- Seitenzahl: 234
- Erscheinungstermin: 8. Oktober 2015
- Englisch
- Abmessung: 229mm x 152mm x 16mm
- Gewicht: 508g
- ISBN-13: 9780415709200
- ISBN-10: 0415709202
- Artikelnr.: 39594760
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
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
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
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