School Literacy Practices of a Haitian Student in Chile
DOI:
https://doi.org/10.4151/07189729-Vol.64-Iss.1-Art.1645Keywords:
Literacy literate practices childhood Haitian migration ethnographyAbstract
This article examines the challenges posed to the educational system, due to the increase of migration in Chile, specifically in the education of migrant students. The substantial increase in school and preschool enrollment of migrant students, evidenced by data from 2024 that records 276,414 migrant students out of a total of 3,631,025, demands special attention to inclusion and interculturality in a context of territorial and sociocultural heterogeneity. The massive arrival of the Haitian population, motivated by the complex socioeconomic situation in their country of origin, exacerbates these challenges.
The multidimensional challenges faced by Haitian students in Chile are centered on the linguistic difference, the lack of adequate public policies for teaching them Spanish, and unequal access to quality education. This situation is aggravated because, in Haiti, despite having French and Haitian Creole (Kreyòl) as official languages, French is used by a minority and Haitian Creole is excluded from the school system, which negatively affects educational outcomes.
In addition, Chile lacks clear public policies to address demographic changes and the teaching of Spanish as a second language, and unequal access to quality education is manifested in reading and writing learning difficulties, which is detrimental for minority and marginalized groups, especially students with a family language other than the official language, such as Haitians.
In addition, Haitian students face discrimination based on their Afro-descendant origin and language. Homogenous pedagogical practices in the classroom do not adequately consider cultural diversity. Teachers often attribute a behavioral or academic deficit to migrant students, influenced by a deficit paradigm that invisibilizes students' cultural and linguistic heritage, preventing its use as a resource for language teaching.
Although studies on literacy highlight the importance of analyzing home literacy practices, research on migrant youth has focused mainly on Latino and Asian students, neglecting the Afro-descendant migrant population. The interaction, language negotiation and construction of meaning in the classroom by migrant students are under-researched, but relevant to understanding power dynamics and opportunities for agency in learning.
In this context, this study seeks to characterize the literate practices of Haitian students in Chile to guide language teaching. An ethnographic case study was conducted with a Haitian child, observing his school and family literate practices. The analysis reveals tensions in the student's school experience. Lapbook writing connects his vernacular and digital literacy practices with school ones, favoring his motivation and skill development. In contrast, reading aloud generates demotivation. The use of “clandestine dialogue” in Creole to overcome comprehension difficulties highlights learner agency and the need for sociolinguistic justice.
An element that stands out is the need for more inclusive language teaching that values students' linguistic heritage and literate practices. Strategies such as creative writing in formats like the “lapbook” promote motivation and the development of literacy. It is proposed that teachers use their students' literate practices to foster equitable and socioculturally sensitive learning.
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