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

目前，海地正在经历重要的政治、社会和语言重建。目前正在积极谈判一项新的民族认同定义，该定义考虑到人口中非精英阶层的声音-他们的声音已被压制太久。海地身份的社会建构的核心是关于海地克里奥尔语（Kreyol）和法语的地位和作用的持续辩论。放置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，旨在研究海地身份的社会建设。将以在一所农村小学工作的六名海地教师为重点，研究Kreyol在正式教室内外使用不同登记册的情况。使用语言社会化范式，研究将分析如何语言的选择和语言的做法，教师与学生和自己的孩子互动，学生与同龄人互动，是由当地的语言变异的意识形态，以及他们如何相交的语言意识形态举行的宏观社会学水平。除了有助于个人如何分配意义的话语实践的人类学的角度来看，本研究将提供一个案例研究的教育语言政治在加勒比地区的后殖民国家。它还将产生经验数据，在很大程度上未开发的领域登记变化在克雷约尔。该项目由Wenner-Gren基金会共同资助。

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.