权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Doctoral Dissertation Research: Language Ideology, Socialization and Pedagogy in a Haitian Rural Community

博士论文研究：海地农村社区的语言意识形态、社会化和教育学

基本信息

批准号：
9615518
负责人：
Bambi Schieffelin
金额：
$ 0.96万
依托单位：
New York University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
1997
资助国家：
美国
起止时间：
1997-01-15 至 1999-12-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=9615518&HistoricalAwards=false
关键词：
Doctoral Dissertation Research Language Ideology

项目摘要

Currently, Haiti is undergoing vital political, social, and linguistic reengineering. A new definition of national identity, one which takes into account the voices --silenced for too long-- of the non-elite strata of the population, is being actively negotiated. Central to ,the social construction of Haitian identity is the ongoing debate regarding the status and roles of Haitian Creole (Kreyol) and French. Placed within this larger sociopolitical context, this research is ethnographic and sociolinguistic, designed to examine the social construction of Haitian identity. Focusing on six Haitian teachers working in a rural primary school, the use of different registers in Kreyol both within and outside the formal setting of the classroom will be studied. Using the language socialization paradigm, studies will analyze how the language choices and language practices of teachers interacting both with students and their own children, and students interacting with peers, are shaped by local ideologies of linguistic variation and how they intersect with language ideologies held at the macrosociological level. In addition to contributing an anthropological perspective on how individuals assign meaning to their discursive practices, this research will offer a case study of educational language politics in a post-colonial nation of the Caribbean. It will also yield empirical data in the largely unexplored area of register variation in Kreyol. This project is funded jointly with the Wenner-Gren Foundation.

目前，海地正在进行重要的政治、社会和语言改革。国家认同的新定义正在积极谈判中，它考虑到了人口中非精英阶层的声音——这些声音被压制了太长时间。海地身份的社会建构的核心是关于海地克里奥尔语（克雷约尔语）和法语的地位和作用的持续辩论。在这个更大的社会政治背景下，这项研究是民族志和社会语言学的，旨在研究海地身份的社会建构。将以在一所农村小学工作的6名海地教师为重点，研究在正式课堂环境内外在Kreyol使用不同登记册的情况。使用语言社会化范式，研究将分析语言变异的地方意识形态如何塑造教师与学生及其子女互动的语言选择和语言实践，以及学生与同龄人互动的语言实践，以及它们如何与宏观社会学层面的语言意识形态交叉。除了提供关于个人如何赋予话语实践意义的人类学视角外，本研究还将提供加勒比后殖民国家教育语言政治的案例研究。它还将在克雷约尔大部分未开发的注册表变化区域产生经验数据。该项目由温纳-格伦基金会共同资助。