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Haitian Identity and Creole Mother Tongue Learning Running head: HAITIAN IDENTITY AND CREOLE MOTHER TONGUE LEARNING “KREYÒL PALE, KREYÒL KONPRANN”: HAITIAN IDENTITY AND CREOLE MOTHER TONGUE LEARNING IN MATÉNWA, HAITI By Rachèle-Jeanie Delva A thesis for the degree of Masters of International Community Leadership Westminster College Salt Lake City, Utah April 2017 HAITIAN IDENTITY AND CREOLE MOTHER TONGUE LEARNING Abstract LKM, a small island school in the Matènwa community engaged in the reform of Haitian learning from a postcolonial education system to culturally relevant methods pedagogy, focuses on mother tongue instruction to legitimize the Creole language and new practices of cultural awareness to develop Haitian identity in students. The children attending LKM reach literacy competence in the L1 to L2 method while their learning derives from local contexts, creative processes such as the LKM mother tongue book initiative, and emphasis on children’s rights and non-violence. Through observations, interviews, a focus group, and prolonged stay in the field methods, this research aimed to understand the impact of LKM’s learning on the primary school children, notably the 1st and 6th graders and to promote the hope that this learning model represents for the future of Haiti. HAITIAN IDENTITY AND CREOLE MOTHER TONGUE LEARNING Dedication To my grandmother, Inécile, my oldest and dearest connection to Creole and Haitian culture. HAITIAN IDENTITY AND CREOLE MOTHER TONGUE LEARNING Acknowledgements Thank you to all the people who made this thesis possible. Thank you to LKM for opening its classrooms for me to learn. I would like to acknowledge the school’s founders Chris Low and Abner Jean for their remarkable contribution to Haitian education. I would like to thank all of the 1st and 6th graders, their teachers Vana and Gypsot, my interviewees Kenny and Abner, the focus group parents, and the primary school director Delson who participated in the research. To the staff in the computer lab, the library, and charging station, and the school recording studio, thank you for the many technical assistances and all the other children and teachers who welcomed me on campus. A special thanks to Madan Kapi who hosted me in her home and treated me like family. I would thank the program director, Peggy Cain, for her inspiring example of leadership and Shelly Erikson for helping me track of my progress on the program standards. I would like to acknowledge and thank my thesis advisor, Jamie Joanou, for her council. Thank you for your patience and understanding. I would also like to thank all those who help me with recommendations and ideas for my capstone project. Thank you to my peers who reviewed my drafts and those who I quietly learned from. I would like to thank my family for their unwavering belief in me. Thank you manmi for your unconditional support. Thank you papi for being my sounding board after every trip from La Gonave to Port-au-Prince. Thank you Bénédicte and Lussandie for all the countless FaceTime sanity chats. I am thankful for all those who inspired my research of Haitian Creole mother tongue and Creole culture, those who introduced me to people in the field, those who helped me in first round of research in 2016, the people at Guadalupe school and ESCL who gave me the opportunity to be a community through the instruction of language and culture. HAITIAN IDENTITY AND CREOLE MOTHER TONGUE LEARNING Table of Contents Chapter I: Introduction………………………………………………………………………….1 Purpose………………………………………………………………………………………….1 The Background of Educational Inequality in Haiti…………………………………………....3 The Structure of Haitian Schools…………………………………………………………….3 Biliguism Inequality………………………………………………………………………….4 Economic Inequality…………………………………………………………………………4 The barrier of inequality………………………………………………………………..........5 This Research……………………………………………………………………………….…..5 History of Haiti and Root Causes of Linguistic Inequality………………………………….….7 History of Haiti………………………………………………………………………………....7 Root Causes………………………………………………………………………………...…..8 Ethnocentrism………………………………………………………………………………..8 Colonization…………………………………………………………………………………9 Imperialism…………………………………………………………………………………10 Neoliberalism……………………………………………………………………………….10 Significance……………………………………………………………………………………11 Chapter 2: Literature Review………………………………………………………………….12 The Complexity and Importance of Languages……………………………………………….12 The Delegitimization of Haitian Creole……………………………………………………….13 The Origin of Creole………………………………………………………………………..13 Creoles…………………………………………………………………………………...13 Haitian Creole……………………………………………………………………………14 HAITIAN IDENTITY AND CREOLE MOTHER TONGUE LEARNING Delegitimization of Haitian Creole…………………………………………………………15 Post-colonial state………………………………………………………………………..15 Delegitimization in schools………………………………………………………………16 Delegitimization in society………………………………………………………………17 Creole Resilience………………………………………………………………………...18 Language Acquisition Within Psychosocial Development and Self-Awareness……………..18 The Stages of Psychosocial Development………………………………………………….19 Overview…………………………………………………………………………………19 Purpose of psychosocial development…………………………………………………...19 The Ego Awareness………………………………………………………………………...21 Self-consciousness, self-concept, and self-esteem……………………………………….21 Learning In Haiti……………………………………………………………………………....23 A Disconnect in Language………………………………………………………………….23 Effective Bilinguism………………………………………………………………………..25 Culturally Relevant Pedagogy and The Banking Theory……………………………………..27 Indigenous Model of Education……………………………………………………………….29 Mother Tongue………………………………………………………………………………...30 Mother Tongue Human Rights……………………………………………………………..30 The Obstacles of Mother Tongue Education……………………………………………….32 Success of Mother Tongue Education……………………………………………………...33 Recommendation for Mother Tongue Education…………………………………………..33 The Role of Mother Tongue in Haitian Learning…………………………………………..34 The Future of Mother Tongue………………………………………………………………36 HAITIAN IDENTITY AND CREOLE MOTHER TONGUE LEARNING Conclusions ……………………………………………………………………………………36 Chapter 3: Methods…………………………………………………………………………….39 Research Context……………………………………………………………………………...39 La Gonave…………………………………………………………………………………..39 Lekòl Kominotè Matènwa………………………………………………………………….40 Participants…………………………………………………………………………………….41 Methods………………………………………………………………………………………..43 Research Phases…………………………………………………………………………….43 Analysis……………………………………………………………………………………..46 Issues During Research………………………………………………………………………..47 Ethical Implications/Considerations…………………………………………………………..48 Data protection……………………………………………………………………………...48 Participant consideration……………………………………………………………………49 Researcher Reflexivity and Validity…………………………………………………………..49 Conflict and Bias……………………………………………………………………………49 Validity……………………………………………………………………………………..50 Conclusion…………………………………………………………………………………….52 Chapter 4: Findings…………………………………………………………………………….53 The Legitimization of Haitian Creole…………………………………………………………53 Normalization of Creole……………………………………………………………………54 Acceptance of Creole……………………………………………………………………….55 Elevation of Creole…………………………………………………………………………58 Culture Expands the Mind to Learning………………………………………………………..61 HAITIAN IDENTITY AND CREOLE MOTHER TONGUE LEARNING Knowledge Sharing…………………………………………………………………………62 Culturally Relevant Pedagogy……………………………………………………………...63 New Practices for Education………………………………………..........................................68 The Practice of Children Rights…………………………………………………………….68 The Practice of Community Learning………………………………………………………71 Local needs………………………………………………………………………………71 Community relations……………………………………………………………………..72 Hope……………………………………………………………………………………….......74 Conclusion……………………………………….……………………………………………77 Chapter 5: Discussion………………………………………………………………………….78 Implications……………………………………………………………………………………78 Recommendations……………………………………………………………………..............79 Limitations…………………………………………………………………………………….81 Future Research……………………………………………………………………………….82 Learning Objectives…………………………………………………………………………...82 Personal Impact………………………………………………………………………………..83 References……………………………………………………………………………………….85 Appendix A: Consent Form for Adults………………………………………………………..97 Appendix B: Parent/Guardian Permission Form…………………………………………….99 Appendix C: Assent Form for Minors……………………………………………………….101 Appendix D: Interview Guide for Teacher………………………………………………......102 Appendix E: Interview Guide for Director………………………………………..….……..103 Appendix E: Focus Group Question for Parents……………………………………...…….104 HAITIAN IDENTITY AND CREOLE MOTHER TONGUE LEARNING Appendix F: Recruitment Script……………………………………………………………..105 1 HAITIAN IDENTITY AND CREOLE MOTHER TONGUE LEARNING Chapter I: Introduction In May of 2015, I visited La Gonave Island in Haiti to inquire more on the topic of education in Haiti. I had an eye opening experience during a visit at an impoverished primary and secondary school, Phard de l’Ile, where I interviewed the head mistress and some of the students. I approached a group of little girls from the first grade to informally ask how they felt about their school. I asked one girl who was celebrating her birthday for her name and age in Creole. She answered me in French each time. I asked her specifically if she likes the school. They all enthusiastically answered yes. I continued a light conversation with the group then asked them whether they preferred Creole or French. They all answered Creole and I asked them why. They seemed to not know the answer right away. I asked them the question again, why do you kids prefer Creole? After many
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