Language planning and teacher attitudes: Bilingual education for Haitian students in New York

Since the late 1960s, the New York Board of Education has implemented policies regarding the design and implementation of Haitian bilingual education programs (Kloss, 1998). While the promises of bilingual education are used to address the needs of Haitian students, certain issues particular to Haitian bilingual programs remain problematic (Zephir, 2001; Joseph, 1997). Although research indicates both academic and social benefits to bilingual education, it continues to spur great controversy. Bilingual education for Haitian students has suffered an added internal dimension not commonly heard in the debates. Beyond mere methodological contention, the fundamental issue of the very language choice of instruction incites discord. Meanwhile, very few studies and policies focus specifically on the issues challenging Haitian bilingual education programs. In documenting aspects of the present state of Haitian bilingual education in public New York City secondary schools, this study hopes to fill this gap in the literature. Because "attitude is a predisposing factor, affecting the outcomes of education" (Baker, 1992, p.12), this study emphasizes factors that correlate with Haitian bilingual teachers' attitudes. By means of a research survey, the investigation explored in particular factors that may correlate with teachers' attitudes toward Haitian Creole. The data, obtained from 240 of the teachers in Haitian Bilingual/English as a Second Language (ESL) educational settings at the secondary level (grades 6--12) in New York City public schools (80% response rate), will help create a more holistic portrait of that population.;The five-part survey obtained key information about the teachers' attributes and characteristics. The teachers also provided perceptions of their fluency and competency in English, French, and Haitian Creole. Part III of the survey assessed the teachers' knowledge base on language acquisition and part IV gathered information about their beliefs on language, identity and education. The final part of the survey elicited information about their attitudes towards Haitian Creole specifically. The survey was created by the researcher and has a relatively high internal validity. All sections combined had an alpha of 0.88. This study can be considered as a form of fact-finding research. It aims at moving toward providing a holistic picture about the group of teachers who impact student achievement so profoundly.;Teacher attitudes were examined in relation to demographic factors such as age, gender, ethnicity, years of experience, and level of education attained in the United States. Attitudes were also investigated in relation to teacher language fluency, competency, beliefs about language in education, and knowledge base about language acquisition. Analysis of these factors revealed a significant relationship between attitudes and the competency, knowledge base, and beliefs of the Haitian teachers. Notably, substantial correlation existed between the attitudes of teachers not of Haitian ancestry and their knowledge base, beliefs and ages.