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8/8/2019 drazmipresent

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ARTICLE TITLE:

Near-Native Speakers in the Foreign-LanguageClassroom: The Case of Haitian Immigrant Students

(By Stacy KatzUniversity of Utah)

Presented By: Mohd Faisal Farish bin Ishak


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Overview:

BIL6033: SOCIOLINGUISTICS IN LANGUAGE EDUCATION

Haitians are the targeted group in this study.

They are chosen to provide insights into the larger

issue of the plight of speakers of minority languages

who study foreign languages in the United States.

The study consists of the following elements Haitians linguistics and sociolinguistics predicament

Difficulties in generalizing Haitians linguistic

competence or proficiency in French.

Reactions on both sides opinions in mixed classroom.


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Research Design:


It is a case study involving 22 Haitians students, 16non-francophone* students and 7 French&Belgianstudents enrolled at a New Jersey University.

Data collected are in the form of surveys

The goals are:

To examine the Haitian students attitudes towardslearning French in the United States and t determinetheir role as language learners in the communicativeFrench classroom.

To discover the impact of the Haitian students on theirnon-francophone classmates and to analyze how thedynamic of having near-native speakers in Frenchlanguage classes contributed to the languagedevelopment of their classmates.

* Non-francophone students refers to the non-native

speakers of either French or Creole.


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The Haitians according to the researcher:


They do not consider themselves as native speaker ofFrench

They believe they are heritage speakers of Haitian Creole

(rarely studied in the U.S)

There are misconceptions on Haitians and their Creole.

French and Creole arent two varieties of the same language

but two distinct languages. Speaking French is seen very prestigious among Haitians.

Language of instruction in Haitian schools is not French; Creole

is widely used in schools as medium of instructions.

Samples of the studies are considered as near-native

French speakers. They spoke Creole at home.

They are sometimes obsessed with grammatical accuracyand are more prescriptive than native speakers of French.


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Survey Results 01:


The most understanding result is many Haitian students didnot understand Creoles relationship to French.

Responding to statement:" Creole is a broken French8

Haitian students agreed, 3 not sure, 11 disagreed (fewer than

half)

Responding to statement:" Creole is different language from

French 2 disagreed, 4 unsure

Non-Haitians assumed that the Haitians were native

speakers of French (due to belief they are native speakers

by birth right.

Non-Haitians thought that Haiti is a French speaking country

(from observing their accent when speaking English, the

way they dressed and cultural habits.


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Survey Results 02:


1. Is creole a bad French? Well, here I must admit that there is acertain French snobbery that comes out, despite themulticultural influence of the University. Yes! Often when Iheard certain Haitian students speaking barbarically amongthemselves, that is to say without concern for articulation,composure, respect for the musical aspect of the language,and when I heard various words that seemed half-French, half-

English, I associated what I thought to be Haitian with achopped vegetable salad. Word peeled off and in fact flayedalive, cut up, sliced up to the point of no longer beingrecognizable

Samples of response from non-Haitian students:

Katz, 2003 (Page, 142-143)

2. I would say, rather, that Creole is grammar-lessFrench.Briefly, I would say that Creole is not bad French buta different French


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The Dynamics of a Multilingual Classroom: 01


-The Experience of the Non-Francophone Students-

Non-Francophone students showed non-racist attitude towards pair work/group work

with Haitians.

However, they might not choose Haitians

because of some remarks:

The Haitians students tended to clump together

They use unfamiliar vocabulary

They speeches are rapid


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There are also some positive attitudestowards the Haitian students. Below are thestatements: Choosing a Haitian partner can help with ones

skills.

Their spoken French is usually much better thanmine. (grammar, vocabulary, accent etc.)

I think they are nice and most of the time willing tohelp non-native speakers with their pronunciationand class work.

The Haitian students native language is French.;

therefore it makes it easier to work in groups withthem because they might understand certainthings better than a non-native


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(continued from previous): I appreciate the fact that someone is able to

correct my mistakes while speaking French

They seemed to know or comprehend thelanguage a little better than other students. Theywere usually very agreeable, willing to help and

knowledgeable. They can sometimes explain some things that a

professor is having trouble explaining.

I think having Haitian students was very positivebecause the ones I have come across have beenfriendly and helpful. They are always willing tojump in if you get stuck and help you find wordsand work on pronunciation.


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Conclusion:


This research can be a guideline for thosewho like to see the dynamism of similarenvironment in an ESL classroom.

From the research, teachers might considerthe advantages they can manipulate as wellas the drawbacks they can avoid or prevent.

I believe that

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