Challenges for Multicultural Education: Sociolinguistic Parallels Between African American English and Haitian Creole

Abstract

The following article looks at the issue of Black native languages in the educational system in the context of curricular reforms emanating from the multicultural education movement. It examines how multicultural education has dealt with the needs and concerns of African Americans and Haitians. I first look at well-publicised African American and Haitian educational events that demonstrate that the native languages of these two particular groups are not perceived as legitimate modes of expression worthy of being vehicles of instruction in the educational system. These include the King case in Ann Arbor, Michigan; the 'Ebonics' Issue in Oakland; and the Haitian class action lawsuit in New York. Second, I look at a number of educational indices that point to the lack of academic achievement on the part of these particular students, thus persuasively suggesting that the schools are failing to provide them with a meaningful education that can prepare them for academic success. Third, I will briefly review the research conducted about the positive role that the native language plays in raising academic achievement, with particular attention to the integration of vernacular languages in school. Finally, in light of this research, I strongly argue that a comprehensive model of multicultural education, which places diversity at its core and which purports to reshape the power structures by advocating a liberatory or emancipatory pedagogy, needs to take into account language issues or, more specifically, Black language issues, in its conceptual and operational framework.