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L'état des lieux du créole dans les établissements scolaires en Haïti

Abstract : Creole was officially introduced in the Haitian educative system in 1979. This introduction was not easy. It is still affected by the problem of methods, methodologies and didactization. This problem gets worse after the National Pedagogical Institute disappearance in 1991. This institution was in charge of production of didactical materials for the educative system. Creole was subjected of resistance and conservative reactions from all the system actors. These resistant reactions tally with the representations and collective ideologies and the linguistics policy results occurred in Haiti, which are not always in favor of the language. However, it has always been a facilitator in the process of the teaching and appropriation of knowledge at any level. The new secondary education, which the experimentation process began in 2007, prolongs the use of the language over all the duration of the school education. Creole didactical problem as mother’s tongue has never been arisen. Thus, they still proceed in some stick-in-the-mud actions that are not leaded by methods carefully constructed on the basis of a reflexive approach, which is able to reduce the hesitation that is observed now in the Creole teaching/learning in Haitian school.
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Submitted on : Tuesday, February 26, 2019 - 7:23:54 PM
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  • HAL Id : hal-02050085, version 1



Renauld Govain. L'état des lieux du créole dans les établissements scolaires en Haïti. Contextes et Didactiques, Université des Antilles/ESPE, 2014, Grammaires créoles. ⟨hal-02050085⟩



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