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Typically, access is provided across an institutional network to a range of IP addresses.

If you are a member of an institution with an active account, you may be able to access content in one of the following ways: Get help with access Institutional accessĪccess to content on Oxford Academic is often provided through institutional subscriptions and purchases. I conclude with a plea for a North-South collaboration among linguists and, also, between the latter and educators-collaboration toward social justice through quality education for all in Latin America and beyond. I then consider how the past can help us analyze, then deconstruct, some of the racially- and ethnically-based hierarchies in Latin America. This exercise sheds new light on the common socio-historical roots of various myths about Creole and Indigenous languages. Rejecting Creole Exceptionalism (i.e., the dogma that Creole languages are exceptional languages on either developmental or structural grounds), I compare Haitian Creole with its counterparts in continental Latin America, particularly Amerindian languages.

Here, Haiti serves as a spectacular case study to probe the effects of (neo-)colonialism on language diversification, vitality and endangerment throughout Latin America. These issues conjure up the foundations and politics of Creole studies and of education in Haiti.

How can studies of language change in Iberian America help us better understand related phenomena in the Caribbean, and vice-versa? I raise some fundamental issues about language contact and its linguistic, cultural and socio-political consequences in Latin America, alongside challenging questions regarding the relationship between power and the production of knowledge in and about Latin America.