Potomitan

Site de promotion des cultures et des langues créoles
Annou voyé kreyòl douvan douvan

Educational Resources and Orientation Training
for Haitian Teachers

Emmanuel W. Védrine

Photo: Courtesy Enock Fedna,
New generation 4 Haiti

November 2020
Updated November 24, 2020

Summary • Rezime • Sommaire •  Resumen • Zusammenfassung

 

Before getting to our subject, we are taking this opportunity to ask publishers, authors, researchers and educators who are producing works related to Haiti, Haitian Creole and the Haitian Diaspora (articles, books, dissertations, and audio materials) to send us their titles (covering the years 2000 – 2020). We will do our best to add to add them as quickly as possible to our online Haiti’s Bibliography,  Bibliographie Haïtienne et Indices Bibliographiques. We mention from 2000 – 2020 since our extensive bibliography research on Haitian Creole has covered publications from colonial times up to 2000.

“All Haitians are united by a common language: Creole.  Creole and French are the official languages of the Republic” (Article 5, The Constitution of Haiti, 1987). 

Mother tongue or native language is part of our DNA or blood. We must be proud of that, and be proud of using it everywhere. We should encourage people to learn to write in it, to publish books and school materials in it, and to fully use it in school. Research shows that students would do better in school when the native language is the language of instruction. For instance, they would do better in science when scientific materials are in the native language or can be explained in that language.

Some of the questions critics may ask when looking at the title of this document are: Orientation training for Haitian teachers where? What level? What should they know? How many of them are connected to social networks? How many of them can use a computer for different purposes? How many of them who learn to develop teaching materials in their subject areas? How many have of them have a computer at home (desktop, laptop)? We anticipate these questions, and even more to stimulate research, but it’s important for us to precise the objective of our work here.

Our first experience as certified teacher, researcher, researcher and writer started out in the Haitian Bilingual Program in the Boston Public Schools (USA) in the late 80’s at High School level where we taught Social Science and Foreign Language.
Haitian students (coming from Haiti) who were in the bilingual program were going to face language issue (particularly English). It’s a first linguistic hurdle, and the basics skills that many of them did not have neither in writing French nor Creole on any subject in one of the two languages.

Here, we can analyze Haiti’s schools’ problems reflecting in their performance. We were dealing with immigrant students with economic problems who either arrived in the US with green card after the collapse of the Duvalier regime (father  and son) in 1986, and those who had refugee’s status who left Haiti one way or another in search of a better life abroad.
While they were (in transit) in the bilingual program (where Haitian teachers would present their subject in Creole  in class as the language of instruction,all books and other teaching materials were in English only. There was no translation or available adaptation  (in Creole or French).

Haitian students should have not only take ESL (English as a Second Language), but also they did not have an advance level in English to decipher books the school lent them (at the beginning of the academic year in September, and they would return them in June when school is about to be closed).

A Haitian teacher would do three times the work of an American teacher (who was teaching the same subject, and who was using the same teaching materials). Depending on your experience as teacher, you are stressful when facing such a dilemma, problems that you are experiencing and how you are going to solve them, how you are going to prepare your weekly lesson plan for the week and divide it by 5 (to have a daily plan thatyou would to present in class from Monday to Friday) for the subjects you are entitled to teach.

Even if you are not teaching ESL (for students who are not native English speakers) you have to think how you are going to help students master the English language as fast as possible (because they are in a transitional bilingual program) with the intention to mainstream (where the language of instruction is only English).

In this case, you have no choice; you must be preparing your lesson plan well to see what’s essential in it to cover in class during your 45 minutes teaching. So, for Haitian teachers who are teaching in the United States, they will have a general idea in terms of what are trying to develop here. We particularly think of those who had experience teaching in bilingual programs.
We observed the language barriers Haitian students had, problems that Haitian teachers had to learn to develop materials for subjects they are teaching. The development of these materials should be being adaptable to the reality of the environment. In addition, they lack the strategy to adapt those that are already available. Seeing all this, we should think today about resources that are available online and how to use them in our advantage.

For teachers who are in Haiti, they are facing their own problems also. For example, one can mention: the lack of teacher’s training at the beginning, overcrowded classrooms, classroom management, access to teaching materials, transportation problem… Many of them don’t get paid for many months on time in order to pay their monthly bills… We could go on and on with a whole list of problem, and problems of schools in Haiti have been facing also (at all levels).

For teachers who are in Haiti, they also face their own problems. Among them, we can mention: the lack of educational training at the beginning, overcrowded classes, classroom management, access to educational materials, transportation problem ... Many of them are not paid on time to take care of their monthly bills... We could go on and on with a whole list of issues they have benn facing, and the schools also schools face at all levels.

So, to remain focus on our objective here, we want to say to all Haitian teachers (in Haiti and in diaspora) that teaching is a noble profession. When you are preparing many generations of youth for the future, all teachers should see that as a commitment in life.

With technology in education1 today, we can alleviate the problems through networks. We can create online forums to discuss everything, forums that can be created through zoom, (where we can be at different places) to exchange ideas.

It is true that’s a luxury for many teachers in Haiti to have access to technology. More or less, we who are in diaspora and who have access to it, there are many things that we can think of doing. For example, we can share our ideas and experiences. We can make documents available online to help students, teachers, and schools there that hav e more needs for these resources that would facilitate them to do research easier.

We are not pretending to solve all problems that Haitian teachers, students have been facing, but we also believe that it is important for them to learn to organize themselves through social media, to localize resources that are available online to help themselves, forums they can organize or create (to discuss different subjects, and different teaching levels). We are taking the opportunity to emphasize on electronic versions of all materials students and teachers need to do research (that would be part of the school program or curriculum).

Not only since the beginning of 2020 the world has been facing a pandemic (covid-19), but also long before, many countries have organized themselves by having electronic version of all that they need, especially in the research and education area.
We know what intellectual loss Haiti has experienced in the January 12 earthquake with the loss of so many documents that got buried under rubbles. Many institutions did not have their electronic versions. What lesson have we learned from these two great events?

In short, how are we deciding to better the conditions at the time in which we are living and with the reality before us, without saying “tomorrow”? In this sense, Haitian teachers, educators, and researchers must work together (whether they are in Haiti or in diaspora) so that the two wings of the bird enable it to fly.

But in order for that to happen, to become reality, we must be committed to the work that we are doing. We must believe in what we are doing, not only that’s going to help many people but it’s also important for everyone in all domains to learn to do some volunteer works to help solving some of the problems faster.

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“I am impressed with Emmanuel Védrine's motivation for the development of Haitian Creole as a language that can be standardized and adapted to serve all the functions of its speakers and, in particular, members of the American Diaspora who require medical, social, and educational services in the language. Given the limited resources at his disposal, the linguistic tools Védrine has produced are noteworthy, in particular, his Dictionary of Haitian Creole Verbs with Phrases and Idioms. It is a very useful resource for linguists, translators, and learners of the language. With regard to its originality and overall quality, I would rank it as the best work on the vocabulary of the language and right next to Freeman and Laguerre's Haitian-English Dictionary and our own somewhat dated Haitian Creole  - English - French Dictionary. The high quality of the work is reflected by its having been deemed worthy of review in the prestigious Journal of Pidgin and Creole Languages. He is also a prolific author of literary and educational materials in Haitian Creole. He would be an invaluable collaborator to any project involving the description of Haitian Creole and the preparation of various linguistic tools for the language.”

–– Albert Valdman, Rudy Professor of French and Italian and Linguistics, Indiana University-Bloomington.

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DICTIONARIES,  GLOSSARIES & CREOLE DATABASE

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BIBLIYOGRAPHY : BIBLIYOGRAFI : BIBLIOGRAPHIE

 

I. Online Teaching Materials Samples: Echantiyon Materyèl Didaktik an liy.

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  •  A Bibliography of Theses and Dissertations related to the Dominican Republic. 276 p. [Research done upon the request of His Excellency, Dr. Lionel Fernandez, President of the Dominican Republic] Bibliyografi Tèz ki an rapò ak Repiblik Dominikèn (Dominikani).
     
  • Abram Belizaire. «Devlopman sou pwèl. Atelye Kreyòl (AJK-GIDD). Sept. 2017 – Sept 2018. [Kou plim Belizaire boukannen mo jiskaske l ponn pwezi. Li kankannen zòrèy bouda moun politik santi di.  Li viwonnen tout chapant sosyete de grenn gòch la. Li travèse solèy lawont nan kadav de plamen – Pwezi kritik se katdidantite ak mak fabrik kout plim Belizaire. Mouche mete lasosyete toutouni nan bande yon pakèt reyalite ki jwenn andirans nan nannan yon seri tematik tankou: leta, legliz, lekòl, lajistis, ekonomi, agrikilti, lasante, palmantè… boule tankou tik ki sou do chwal lanati. --- Devlopman sou pwèl poze pwoblèm kesyon sosyal nan marande devlopman ak anviwomman. Li lonje dwèt sou sitiyasyon malsite endistriyalizasyon kapitalis k ap gwòs lamaizè. Chans pou lepèp, avòtman pa  akouchman. --- Devlopman sou pwèl se yon vwayaj sou patinèt nan dife ki ka choke nan blayi reyalite ki santi di. Pratik ak refleksyon ki ponn tèks sa a soti nan objektif pou depentire ak demakiye sosyete ayisyen an jiskaske l rive nan bout pou antre nan devlopman tout bon» (Pierre Robenson Duval).
     
  • Albert Valdman. Was born on February 15, 1931. He immigrated to the United States in 1944. Valdman’s interest in languages dates back to World War II, after leaving his native Paris. He holds a Ph.D in French Linguistics at Cornell University (1960) and the distinguished title of Rudy Professor of French, Italian and Linguistics at Indiana University. He also serves as Chairman of the Committee for Research and Development in Language Instruction. He was Chairman of Linguistics between 1963 and 1968. He is Graduate Advisor for the M.A /Ph.D program in French Linguistics and teaches courses in that program. In the Department of Linguistics, he teaches courses in bilingualism and language contact, pidgin and creole studies, and second language acquisition. He also directs the courses in Haitian Creole. – His research and professional interests span broad range of areas in applied and descriptive linguistics, including second language acquisition research, foreign language teaching, pidgin and creole studies, and French linguistics. In the latter field he is one of the pioneer researchers in the area of the study of French outside France, especially in the Americas. He edited the basic reference for that field. Le français hors de France (Paris: Champion, 1979). He is founder and editor of the journal, Studies in Second Language Acquisition. Valdman has held Guggenheim, NATO-NSF, Fulbright, and Senior Fulbright Research Fellowships and was named Officier de l’Ordre des Palmes Académiques de France. He was also awarded a doctorate honoris causa from the University of Neuchâtel (1991). –- Valdman had served eight years as secretary-treasurer of the American Association for Applied Linguistics, two three year terms as president of the International Association of Applied Linguistics, has served as vice-president, and president of the American Association of Teachers of French. He is also a member of three major francophone committee in the area of the language sciences, since 1975, on the C.O.D.E.C, since 1987, on the Comité International de Recherches et d’Études en Linguistiques Fondamentale et Appliquée (COIRELFA), which advises the Agence de Coopération Culturelle et Technique on language issue and since 1990 on the linguistique research advisory committee to AUPELP (Association des Universités Partiellement ou Entièrement Francophone). -– Among his major books or edited volumes are: Applied Linguistics: French (1961); Trends in Language Teaching (1964); Basic Course in Haitian Creole (1968), Introduction to French Phonology and Morphology (1975), Le créole: structure, statut et origine (1978), Le français hors de France (1979), Haitian Creole-French-English Dictionary (1983), Ann pale kreyòl (1988). Bien entendu! Introduction au système phonétique du français (1993), French and Creole (1998). He has been involved in the preparation of foreign language materials, including a major high school French series (Scott, Foresman), and beginning French college textbooks. His most recent textbook with Cathy Pons is Chez-nous (Prentice Hall, 1998). He is the founder and editor of the journal Studies in Second Language Acquisition published by Cambridge University Press and a review editor of the French Review. The more than 200 articles and reviews he has authored have appeared in such journals as Language, Le Français Moderne, Langue Française, Le Français dans le monde, Studies in Second Language Acquisition, Études de Linguistique Appliquée, American Anthropologist, IJSL, Language problems and Language Planning, Orbis, Études Créoles, Hispania… [Excerpt from A. Valdbman Curriculum Vitae from Indiana University web, republished in An Annotated Bibliography on Haitian Creole: A review of publications on Haitian Creole from colonial times to 2000, pp 568-569 by Emmanuel W. Védrine (2003)].
     
  • Alfred G Noel. University of Massachusetts-Boston. (Professor of Mathematics. Alfred Gerard Noel. Publications in Haitian Creole: Analiz Matematik –Tom I. 2019; Analiz Matematik – Tom II. 2020. Espesyalizasyon: Teyori Lie Gwoup, Edikasyon Matematik.
     
  • A look at Higher Education in Haiti: another step after the secondary level | Koudèy sou Edikasyon Siperyè Ayiti : yon lòt etap apre nivo segondè.
     
  • Analysis of the French grammar teaching-learning process in a 6th grade class in Port-au-Prince.
     
  • An Annotated Bibliography on Haitian Creole: a review of publications from colonial times to 2000. 700 p.; Abbreviations & Symbols used in this book: Abreviyasyon ak Senbòl ki itilize nan liv la; Acknowledgements & General Introduction : Rekonesans & Entwodiksyon Jeneral; General Authors' Index: Endèks Jeneral Otè yo; Index of Titles : Endèks Tit; Chapter I. A Bibliography Of Periodicals With Publications On Kreyòl. (268 entries). p.26; Chapter II. Agriculture, Flora & Fauna. (61 entries). p.36; Chapter III. Bibliographies. (12 entries). p.44; Chapter IV. Classification By Authors. p.48; Chapter V. Dictionaries, Glossaries & Related sources (130 entries). p.72; Chapter VI. Education, Literacy & Teaching materials (334 entries). p.120; Chapter VII. Folklores, Folk tales & Stories. (230 entries). p.166; Chapter VIII. General Subjects. (445 entries). p.189; Chapter IX. Geography & History. (63 entries). p.255; Chapter X. Grammar. (72 entries). p.266; Chapter XI. Health & Hygiene. (52 entries). p.280; Chapter XII. Historical Linguistics. (88 entries). p.284; Chapter XIII. Novels& Short stories (108 entries). p.301; Chapter XIV. Orthography. (112 entries). p.320; Chapter XV. Plays (including related works), 87 entries). p.344; Chapter XVI. Poetry. (204 entries). p.358; Chapter XVII. Proverbs. (54 entries). p.381; Chapter XVIII. Religious Writings. (145 entries). p.393; Chapter XIX. Sociolinguistics. (116 entries). p.404; Chapter XX. Teaching materials For Learners Of Kreyòl. (41 entries). p.432; Chapter XXI. Theoretical linguistics. (325 entries). p.436; Chapter XXII. Theses & Dissertations Related To Kreyòl. (75 entries). p.472; Chapter XXIII. Interviews With Some Haitian Creolists, Journalists & Authors. p.486; Chapter XXIV. General Authors' Biographies. p.537; Appendix (Part I, II & III: Part III, Theses and Dissertations related to Haiti - p.308 entries). p.572, 594, 600.
     
  • Ann pale kreyòl. Albert Valdman. [An Introductory Course in Haitian Creole (revised) 2nd. edition].
     
  • Arthur K. Spears. A tribute to Yves Dejean and Albert Valdman. [“This book honors two eminent scholars in the field of Haitian Creole studies: Yves Dejean and Albert Valdman (in alphabetical order). Dejean is the leading scholar of Haitian Creole who is also a native speaker of the language, having been born and raised in Haiti. Valdman is the senior scholar in the field and has trained at Indiana University not only Dejean, but also a host of other scholars now working in Haitian Creole studies and other fields dealing with French varieties, French-lexifier creole languages, second language acquisition, and applied linguistics. Both have published prolifically on the origin and development of Haitian Creole, its grammatical structure and use, and its use in education, all key concerns of this book. Their contributions have made our field what it is today, providing the foundation and edifice that we seek to embellish with this book…” (Arthur K. Spears, an excerpt from the introduction)].
     
  • Abstracts: Abstrè : Résumés of (de) A healing paradigm for a new Haiti; A look at the problem of schools in Haiti; Ideas to found a private Haitian High School in Boston; Season of drought in Haiti). Emmanuel W. Védrine.
     
  • Gran Ànyè Elektwonik Ayiti ak Dyaspora : Haiti’s and Diaspora Super Web Directory : Grand Annuaire electronique d’Haïti et de la Diaspora.
     
  • Ayiti: pou yon edikasyon pratik lè vandredi | Haiti: for a practical education on Fridays.

• Èske Ayiti reyèlman bezwen yon akademi kreyòl? : Does Haiti really need a Creole academy? : Haïti a-t-il vraiment besoin d'une académie créole?

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  • Database of Haitian Interpreters, Proofreaders and Translators. [Bankdone: Entèprèt, Korektè tèks e Tradiktè Ayisyen; Banque de données: Interprètes, Correcteurs de texte, et Traducteurs Haïtiens; Base de datos de Intérpretes, Revisores y Traductores Haitianos; Database di Interpreti, Correttori di bozze e Traduttori Haitiani; Database van Haïtiaanse Tolken, Proeflezers en Vertalers; Datenbank haitianischer Dolmetscher, Korrektoren und Übersetzer].
     
  • Depozisyon Ti Jilyen (Haitian Creole version: Emmanuel W. Védrine), Nov. «La déposition de Ti-Julien» in Bulletin de l'enseignement de la Martinique, numéro spécial, Fort-De-France, 1948.
     
  • Di yon vèb, tire yon kont. (From a verb, I will tell you a riddle in Haitian Creole : D'un verbe à une énigme en créole haïtien). (2nd.ed format). Emmanuel W. Védrine. 125 p. [As the title indicates: Di yon vèb, tire kont, is the easiest way to use the book in order to master these riddles at the same time. The verbs are classified in alphabetical order, from A to Z, a way to make it easier to use them. Every riddle has a number in parentheses in the answers’ index. -- Every elder who dies in Haiti is a library that is lost. This statement is quite important when talking about Haitian culture and literature. Up to now, the Haitian literature (most of it) remains an oral one. Though the Kreyol language is written down today and is one of Haiti’s two official languages but if we want to get into deep analysis, we will see that more than 95% of ingredients composing the Haitian literature is not written down.
     
  • Dictionary of Haitian Proverbs. (Unpub manuscript).
     
  • Dictionary of Haitian Creole Verbs with phrases and idioms.  1992. 246 p. [Dictionnaire des verbes du Créoles Haïtiens avec phrases et idiomes].
     
  • Does what we write make sense for readers? : Èske sa n ekri a gen sans pou lektè?
     
  • Douz 12 Prensip Bwa Kayiman: The Twelve Bwa Kayiman Principles (Les douze principes de Bwa Kayiman).
     
  • D.P.M – Kanntè (play): A bridge between fiction and reality (book review : kritik liv: critique du livre). 1997. [Unpub manuscript of play by Jan Mapou, translated from Haitian Creole to English by Emmanuel W Védrine]

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  • Fessando Suffren.  [Translator, Proofreader: Haitian Creole and French].
     
  • Fortenel Thelusma. [Edikatè : Educator – enseigant-chercheur, linguiste et didacticien du français langue étrangère FLE). Publications: «Le system éducatif haïtien entre l’école Fondamentale et l’enseignment secondaire rénové» (Oct. 2020); Le créole haïtien dans la tourmente: faits probants, analyse et perspectives. C3 Eds. 2018. 188 p.; L’enseignement – apprentissage du français en Haïti: constats et propositions. C3 Éds. 2016; Elements didactiques du créole et du français: le cas de la prédication nominale, des verbes pronominaux et du conditionel. Imp Éds des Antilles. 2009].
     
  • Frenand Leger. Publications (books): Léger, F. Histoire, esthétique et théorie de la fiction brève de tradition haïtienne : De la nouvelle et du lodyans littéraire (Forthcoming); Léger, F. Pawòl Lakay: Haitian-Creole Language and Culture for Beginners and Intermediate Learners (Second edition). 2018. Coconut Creek, Florida: Educa Vision Press, pp. 475; Haitian Creole-English Bilingual Dictionary. Project director, Albert Valdman. Indiana University Creole Institute: Bloomington, Indiana, pp. 781 (Editorial assistant), 2007.; Articles in peer-reviewed journals: 2020. Léger, F. « Réflexions sur la situation linguistique en Haïti : entre propagande et discours scientifique » in la publication des séminaires 2017 de la CEFAN, Presses de l’Université Laval, Collection: Culture française d’Amérique, (Forthcoming, Summer 2020).; 2019. Léger, F. « Le rôle de l’oralité kreyòl dans les deux lodyans de Justin Lhérisson », in Manuel Meune, Katrin Mutz et Charlotte Schallié (éd.) Stratégies d’écriture en Suisse et aux Antilles : de la diglossie affichée aux traces de langue, numéro spécial de la Revue transatlantique d’études suisses, University of Montreal, No. 8/9, 2018/19, pp. 33-52. http://www.potomitan.info/ayiti/leger/lherisson.php; 2016. Léger, F. « Le traitement du kreyòl dans les trois premiers romans de Gary Victor ». Revue Legs et littératures, Port-au-Prince, No. 9, pp. 33-52.  http://www.potomitan.info/ayiti/victor.php ; 2015. Léger, F. «Yon koze sou sa yo rele woman nan literati franse». Pawòl kreyòl, Revi literè Sosyete Koukouy, Montreal, Vol. 4, 2015, pp. 71-112. https://www.academia.edu/22236233/; 2013. Léger, F. «Fè pwomosyon ekri nan lang kreyòl ayisyen an: poukisa epi kouman?». In Govain R. (eds.), Akademi Kreyòl Ayisyen : Ki pwoblèm, Ki avantaj, Ki defi, Ki avni? Port-au-Prince: State University of Haiti Press, pp. 213-230. http://www.tanbou.com/2013/;2013. Léger, F. « Wòl lang kreyòl la nan pwosesis (re)konstriksyon Ayiti a ». Pawòl kreyòl, Revi literè Sosyete Koukouy, Montreal, Vol. 3, 2013, pp. 191-205. https://www.academia.edu/22236207/; 2010. Léger, F. Le créole haïtien aux Bahamas: image, fonctions, statut et enseignement. Journal of Haitian Studies, UC Santa Barbara, Vol. 16, No. 2, pp. 74-90. ;2009. Léger, F. Armbrister, A. P. Factors affecting the teaching and learning of Haitian Creole in The Bahamas. The College of The Bahamas Research Journal, Vol. 15, pp. 22-35, in http://journals.sfu.ca/cob/index.php/files/article/view/118/119; Research Interests: Caribbean literature in French; Creolistics and Haitian studies; French and Haitian Creole teaching methodology; currently working on the creation of three French textbooks that follow the perspective actionnelle of the CEFRL; Haitian literary journalism; Haitian short stories from 19th-century to the present day (Ignace Nau, Justin Lherisson, Ida Faubert and Gary Victor); Interactions between Creole orality and French writing in Francophone novels and short stories; Postcolonial literary theory; Theory of short-story (Théorie de la nouvelle littéraire); Theory of the lodyans (a specific type of narrative genre originated from Haiti).
     
  • Pour une francophonie vivante et populaire: Pou yon frankofoni vivan e popilè. (Ref., a text by President Nicolas Sarcozy in French. Translation in Haitian Creole by Emmanuel W. Védrine.

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  • A New Generation 4 Haiti (Yon jenerasyon tounèf pou Ayiti). [School : Lekòl -- A New Generation for Haiti provides food, shelter, and quality education on a daily basis for over 500 children and adults in Les Cayes (Okay), Haiti. The hope is that everything the organization does brings the message of the Gospel of God’s saving intervention in Christ Jesus to the next generation of Haiti, demonstrating that love through meeting tangible needs of Haiti’s children. -- A New Generation for Haiti bay nouriti, abri e yon edikasyon de kalite chak jou a plis pase 500 timoun e adil nan Okay, Ayiti. Espwa a, sèke tout sa òganizasyon an fè, li pote mesaj entèvansyon Sali Levanjil Bondye nan Jezikri a fiti Jenerasyon sa a kote l reponn a bezwen esansyèl pitit Ayiti. (Pastor Enock Fedna, Executive Director : Pastè Enock Fedna, Direktè Ekzekitif].
     
  • Geralde Gabeau. (Executive Director, IFSI [Immigrant Family Services Institute]). Boston, Massachusetts.
     
  • On Grammars related to Haitian Creole. [Sou gramè ki an rapò kreyòl ayisyen: Gramè Kreyòl VEDRINE Grammar of Haitian Creole(1996. 354 p). [First grammar ever written in Haitian Creole covering all aspects of the language : Premye gramè an kreyòl ayisyen ki kouvri tout aspè gramatikal lang nan].

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  • Ide pou kreye yon High School Ayisyen prive nan Boston. [Deba]. 1994. 102 p. [Ideas to found a private Haitian High School in Boston… Ide pou kreye yon High School Ayisyen nan Boston is a debate between Morel Berthold, Emmanuel W. Védrine and the late Haitian educator, Tony Jean-Jacques  on the issue to found a private Haitian High School in Boston, the problems of Haitian students in American schools, and the value of education in Haitian society with an emphasis on Bilingualism and Bilingual Education. All three of us have lived in the Haitian community of Boston for a long time. -- Following our observations in the community, as well as all of our experience in the American society and schools, we see that it is important for everyone in the community to work together. To succeed, we must be educated. And we Haitians who care about the community and the growing generation, we see that the last chance left for us, to liberate ourselves and other Haitians, is "education." We are often told that education is free, that everyone has a right to have an education. Great word! We Haitians from Haiti, who have lived the reality of our country, we are used to beautiful words, beautiful phrases, and deceptive speech in French. But what interests us the most is action and practice. So, we don't look at theory only. Who has really received a real education: rich or poor people? I leave the answers to the readers. When we recognize that 85% of the people cannot read and write, we cannot say that education is free for everyone, everywhere. And this applies especially to these innocent people who have landed here in this country, and who work very hard, days and nights, in factories. Even if they didn't have access to education at home, at least their children who are here, the growing generation here should receive an adequate education the same way many other ethnic groups who live in this country do. -- We can observe the problems of young Haitians in school here: many are like wild goats in a prairie, without owners, without guides. We see that it's time to think about them, to think of creating something for them, to think of their future so that they can avoid spending the rest of their lives in Jail. As we consider their performance in school and their isolation as an ethnic group, we believe that it's important for the whole community to work together to think of their future, because tomorrow, they are the ones who will replace us, they are the ones who will represent the community. It is with this purpose that the three of us gathered on April 17, 1994, at Harvard University, for a first debate on the education of young Haitians in the community. -- The proverb says: Nou pa gen lajan, men nou gen jan (We don't have money, but we have good humor). It's true that we don't have money to try to do all that is possible in the community, but we think that it is important to write these ideas down on paper, as a way to facilitate communication with the community and to see how these ideas might become a reality. Men anpil, chay pa lou (Many hands make the burden light). E. W. Védrine].
     
  • International Organization of Creole People (IOCP) : Òganizasyon Entènasyonal Pèp Kreyòl.
     
  • Istwa Bouki ak Malis : Stories of the two brothers, Bouki and Malis : Histoires des deux frères, Bouki et Malis. (Creole edition : édition créole, E. W. Védrine).
     
  • L’importance d’acquérir un diplôme de fins d’études secondaires : The importance of acquiring a High School Diploma.

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  • Jacques Pierres. (Educator : Edikatè). «Jacques Pierre fèt nan vil Okap, e li grandi nan vil sa a tou. Depi 2010, Jacques ak fanmi li ap viv nan North Carolina kote li anseye kreyòl ak kilti ayisyen nan Duke University. Nan lane 2013, Pierre, nan tèt ansanm ak University of North Carolina (Chapel Hill), University of Virginia, epi Vanderbilt University ofri kou sa a gras ak telekonferans pou etidyan nan twa lekòl sa yo tou. Anvan sa, Pierre te anseye kreyòl ak kilti ayisyen nan Florida International University ak Creole Institute nan Indiana University. Depi 2013, Pierre se yonn nan direktè Haiti Lab yo ki chita nan Duke University. -- Pierre gen yon metriz (2008, Kent State University) nan didaktik pou anseye lang, espesyalman lang angle a pou etranje, epi yon lòt metriz (2007, Kent State University) nan tradiksyon. Pierre plis espesyalize li nan tradiksyon tèks ki gen pou wè ak literati, lengwistik, istwa ak politik. Pierre gen yon espesyalizasyon nan domèn leksikografi (2005, Creole Institute, Indiana University) ki se yon branch nan syans lengwisti (Ref. from the author’s web site».
     
  • James Douby Ralph Eliscar. Master Thesis: Environmental and Natural Disaster in Haiti: The impacts of failed policies from 2004-2010.
     
  • Jan Mapou. (Jean-Marie Willer Denis). [“Interview with Jan Mapou (Jean-Marie Willer Denis) about his play, D.P.M-Kanntè. 'Chache-Konnen ak Védrine’, radio program, Haïti Diaspo Inter'. Feb. 1997. Play translated to English by E. W. Védrine].
     
  • Jean Armoce Duge. (Educator : Edikatè). [Né à Maniche (Sud d’Haïti), le 30 août 1964, Jean Armoce Dugé est  professeur de communication française à l’enseignement supérieur et de littérature dans le secondaire. Animateur, auteur d’articles sur la littérature, la culture et l’histoire, il a été, entre autres, intervenant au Colloque international Paul Claudel à York University en octobre 2005. -- Primé lors du concours Les Belles provinciales avec son texte Entre lune et miel qui fut publié dans le Nouvelliste (2000), cité dans plusieurs anthologies notamment Anthologie de la littérature haïtienne du 20e siècle (Ed. mémoire d’Encrier, Montréal, 2001), les œuvres poétiques de Dugé font objet d’études dans Politique et culture à l’haïtienne, essai paru en mai 2007 sous la plume de Castel Germeil et de Marie Marcelle Ferjuste. Dugé est aussi éditeur, correcteur et traducteur. Il a collaboré comme traducteur et correcteur à un dictionnaire bilingue créole-français sous la direction d’Albert Valdman pour le compte d’Indiana University].
  • Jean Blaise. (Educational Policy, Research and Administration; Researcher). Doctoral Dissertation (University of Massachusetts-Amhers).
     
    Jean Rene Cupidon. [Professor of Mathematics and Economics. Publications: Canonical correlation analysis for infinite dimensional data (2007); The delta method for analytic functions of random operators with application to functional data (J. Cupidon, D. Gilliam, R. Eubank, F. Ruymgaart). 2007; Some properties of canonical correlations and variates in infinite dimensions; (J. Cupidon, R. Eubank,  F. H. Ruymgaart (2008);An Empirical Investigation of the Monetary Model Economic Fundamentals. (2016); A Target Zone Model Where the Fundamentals Follow a Geometric Brownian Motion (2016)].
  • Jean Robert Placide Leksik kreyòl: etimoloji doukla nan kèk mo kreyòl ayisye. (avril 2015).
     
  • Joel Théodat. [Translator: Haitian Creole, English; Haitian Bilingual /ESL; Boston Public Schools; Haitian Creole Language and Cultural Institute. Editor of “Speak and Read Essential Haitian Creole I”. Pimsleur International. [10 Audio tapes for beginners of Haitian Creole.
     
  • Josee Védrine-Pauleus. [Professor of Physics and Electronics, University of Puerto Rico at Humacao; Contact; Profile].
     
  • Joseph Marcel Georges. [Career Educator; PhD student in Social and Human Sciences; Master's degree in Language Science, Master 1 and Master 2 in Communication and Didactic from French Foreign Language; Professor of French and Creole morph syntax at UEH; Designer and Facilitator of Scientific Activities; Thematic lexicon project coordinator; Educational advisor in the teaching of French and Creole at the fundamental level; Translators of texts “French ↔ Creole”]. Research Experience: 2014 - 2016:  Coordinator of thematic lexicons (Bilingual lexicon of legal terms - Bilingual lexicons of the Haitian compas music). Faculty of Applied Linguistics, State University of Haiti.; 2015 (July): “Language practices among Haitian children overseas: the case of children who emigrated to Florida”. Faculty of Applied Linguistics, State University of Haiti.; 2009 (October): “L’anaphore en didactique du français écrit”. (Master 2 thesis). University of the West Indies and Fench Guyana.; 2008 (June): Co-author of “Didactique équilibré français / créole en contexte haïtien”. (Research done for account of OIF).; 2006 (June): “L’enseignement de la grammaire en 2ème cycle fondamental. Quelle méthodologie?” (Master’s thesis). University of the West Indies and Guyana.; 2005 (December). “Dlo: zanmi nou, ènmi nou”. (Research done for account of Care, Haiti).; 2003 (June): “Lexical creativity processes in Haitian Creole”. (Work done under the licensing program)... Membre de la Faculté de Linguistique Appliquée (FLA), Université d’État d’Haïti : Member of Faculty of Applied Linguistics, State University of Haiti.
     
  • Judex Hyppolite. [Professor of Economics. Publications: An Empirical Investigation of the Monetary Model Economic Fundamentals. (2016); A Target Zone Model Where the Fundamentals Follow a Geometric Brownian Motion (2016).

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  • Dis konsèy pou ede jèn Ayiti aprann ede tèt yo, e devlope lidèchip efikas.
    Kèk kòmantè enpòtan sou itilizasyon kreyòl Ayiti, estrè nan yon chita pale ak André Vilaire Chéry : Some important comments on the use of Haitian Creole in Haiti, an excerpt from an interview with André Vilaire Chéry : Quelques commentaries importants sur l'utilisation du créole en Haïti, estrait d'un entretien avec André Vilaire Chéry.
     
  • Ki lang k ap gen batay la Ayiti: kreyòl, fransè ou anglè? | Which language will win the fight in Haiti : Kreyòl, French or English? : Quelle langue gagnera le combat en Haïti: créole, français ou anglais?. 2007.
     
  • Kisa n ka fè pou ede Ministè Edikasyon Nasyonal Ayiti? : What can we do to help the Minister of education in Haiti? : Ce qu'on peut faire pour aider le Ministère de l'éducation en Haïti.
     
  • Konvèsasyon kat ti zanmi ki te nan High School. Ref. in Gramè Kreyòl Védrine, 1996. [A Sample of code switching among the young Haitian generation in the United States : Un échantillon d’alternance codique parmi la jeune génération haïtienne aux Etats-Unis. -- Sketch: Conversation of four friends who were in high school].
     
  • Koudèy sou Edikasyon Siperyè Ayiti : yon lòt etap apre nivo segondè. [Tèm abòde: (12.a) An tèm rechèch, èske chak fakilte soti oubyen pibliye yon revi (ak piblikasyon baze sou rechèch) 2, 3, 4 fwa lan?. (12.b) Bidjè anyèl inivèsite a (Kòman inivèsite a travay sou bidjè anyèl li pou sipòte chak fakilte?; Ki pwoblèm ki toujou prezante?). (12.c) Èske gen anpil pwofesè ki ta gen yon preferans jwenn materyèl didaktik yo bezwen an fransè, kreyòl, bileng (fransè – kreyòl, fransè – anglè, anglè – kreyòl)?. (12.d) Èske nan kèk kou yo itilize liv, materyèl didaktik an anglè?. (12.e) Èske si etidyan yo gen yon liv oubyen tèks an fransè pou klas, pwofesè yo bay esplikasyon an kreyòl, fè kòmantè sou li an kreyòl?. (12.f) Finansman fakilte yo, e wòl. (12.g) FAR (Fonds d’Appui à la Recherche) jwe fòmasyon etidyan yo, e pou fòmasyon pwofesè yo menm. (12.h) Kesyon sou kreyasyon kanmpous inivèsitè (Kisa n panse si UEH ta gen yon kanmpous (byen ekipe) nan chak depatman peyi a?). (12.i) Kijan pwofesè nan UEH (selon fakilte yo) eseye tabli kontak ak pwofesè, chèrchè ayisyen aletranje ki nan menm domèn?. (12.j) Kijan yo ankouraje itilizasyon oubyen pratik lang anglè a? Èske l obligatwa pou etidyan yo pran kou anglè? (12.k) Kijan yo wè koze laboratwa nan inivèsite an Ayiti (12.l) Kisa n panse si UEH ta travay ofisyèlman sou kèk Pwogram d Echanj ak inivèsite lòtbò dlo?. (12.m) Konsènan abònman, èske inivèsite a ta abòne nan enstitisyon aletranje?. (12.n)Lang d enstriksyon (lang pwofesè ap itilize pou prezante sijè y ap anseye nan klas). (12.o) Materyèl, dokiman an liy (sou entèt la). (12.p) Memwa de sòti (kisa ki jistifye demann sa a). (12.q) Nan ki lang pwofesè yo prezante (matyè ou sijè y ap anseye), pale nan klas?. (12.r) Preparasyon anseyan nivo elemantè, mwayen (Ki preparasyon anseyan nivo elemantè, mwayen dwe genyen avan yo kòmanse anseye? Kijan yo rekrite yo an tèm diplòm, sètifika?, Nou konnen gen anseyan ki pa nòmalyen ki ta antre nan sistèm nan ap anseye. Sa k pase?; Kijan sa fèt pou antre nan ENI? Èske se apre Bakaloreya? Oubyen apre yon Lisans inivèsitè?; Youn nan trajedi nan domèn edikasyon Ayiti se ta fèmti plizyè ENI. Kijan nou ta kòmante sou sa; Ki efè sa vin genyen sou nivo fondamantal la, kòm edikasyon de baz?). (12.s) Pwendvi sou bibliyotèk (Kijan kesyon bibliyotèk la ye o nivo prive?, Kijan sa ye nan fakilte yo?). (12.t) Pwogram Echanj ak inivèsite aletranje. (12.u) Pwogram Echanj ak inivèsite lòt bò dlo (Kisa n panse pou UEH ta travay ofisyèlman sou kèk Pwogram Echanj ak inivèsite lòtbò dlo ta anseye an Ayiti pandan yon trimès (nan diferan fakilte)?). (12.v) Revi syantifik (nan kad dokimantasyon) pou fè rechèch. (12.w) Sendika pwofesè (Ki pwa pwofesè yo pou eseye fè chanjman yo kapab?). (12.x) Seyans fòmasyon pou oryante etidyan, pwofesè (Ki enpòtans chak fakilte bay seyans fòmasyon, depi nan premye ane pou gide etidyan, oryante yo vizavi karyè (pa egz, estaj ou «internship ou estaj» pou yo ta fè nan domèn etid yo, estaj ou obsèvasyon) nan peyi etranje?). (12.y) Wòl wot teknoloji dwe jwe nan edikasyon (nan tout nivo)].
     
  • Kreyòl - English glosses for creating and translating materials in Science, Technology, Engineering & Mathematics(STEM).
     
  • Kreyol Without Toil: an introductory course to Haitian Creole. [Manual to teach English or Haitian Creole for beginners : Manyèl pou anseye anglè ou kreyòl pou debitan].
     
  • 100 Kesyon ak repons pou Ekzamen Sitwayènte Amerikèn : 100 Questions and answers for the U.S Citizenship Exam. (edited by) VEDCREP: Boston, MA. 21 p.

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  • A panorama of Haitian Indian Civilization. Prisma, Spring 1990. University of Massachusetts-Boston. Kreyòl - Anglè : Haitian Creole – English; Kreyòl - Fransè : Haitian Creole - French.
     
  • Haitian Publishers in Diaspora: CIDIHCA • EDUCA VISION • JEBCA (video#: step to publish a book : etap pou pibliye yon liv) • MEMOIRE D’ENCRIER • SOSYETE KOUKOUY • TRILINGUAL PRESS  • VEDCREP.
     
  • Path to the most ever published bibliography research on Haitian Creole : Etap pou ekri pi gwo rechèch sou bibliyografi kreyòl.
     
  • Pawòl Lakay: Haitian Creole and Culture for Beginners and Internmediate Learners. “Pawòl Lakay is a complete first and second year set of Kreyòl materials designed for beginners and intermediate learners at the college level. It is the most comprehensive resource for the teaching and learning of Kreyòl available on the market. This textbook adopts a pragmatic approach to the teaching of language; emphasizing the value of communicative competence, functional language use, and conversational effectiveness. Pawòl Lakay takes into consideration the most recent research findings, new theories and methods in foreign language teaching. It is designed in accordance with the Common European Framework of Reference for Languages and the ACTFL National Standards for Foreign Language Education. Pawòl Lakay meets the five “Cs” of the national standards for foreign languages which are: Communication, Cultures, Connections, Comparisons, and Communities.” (Frenand Leger).
     
  • Mon pays, Haiti : Peyi m, Ayiti. Odette R. Fombrun. [Bilingual text: Tèks bileng... Creole traduction, “Peyi, m Ayiti” by E. W. Védrine].
     
  • Peter Armes Eddy  (1941- ). Doctoral Dissertation: “Linguistics in the preparation of modern foreign language teachers”.261 p. 1970. © 1971.  University of Ohio. [Key word: Language, Literature, Linguistics].
     
  • Petit Lexique du créole haïtien. 1995. 75 p. [Dictionary for research on historical linguistics: Diksyonè pou rechèch sou lengwistik istorik]. Emmanuel W. Védrine.
     
  • Pierre Michel Chery. [Educator, statistician, writer; member of AKA (Akademi Kreyòl Ayisyen); recipient of Sosyete Koukouy Litery Prize]. Pierre M. Chéry est né à Saint Michel du Sud (1956), diplomé en statisques et informatique au Centre de Formation de Statisticiens et d’Informaticiens (CEFORSI, 80). Diplomé de l’Institut National d’Aministration de Gestions et des Hautes Études Internationales (INAGHEI, 83). Il a également étudié la linguistique à la FLA (Faculté de Linguistique Appliquée, 93). Après avoir travaillé pour l’Administration Publique pendant quatre ans, à l’Institue Haïtien de Statistiques et d’Informatiques (IHSI, 82), il s’est spécialisé dans le développement et la mise en place de logiciels informatiques de gestion et de comptabilité en multi devises. Eritye Vilokan rentre dans ce qu’il appelle une démarche pour explorer les formes esthétiques populaires d’expression en créole haïtien. Développement de logiciel – esthétiques populaires, au lecteur, à son tour, de découvrir l’expression de l’unité qui motive chaque homme.  Sur son œuvre Bèbè Gòlgota: Bèbè Golgota: Bouskay sitwayènte ak diyite (Michel-Ange Hyppolite).
     
  • Pierre Orelus. Doctoral Dissertation: The [de] construction of institutional representation of student achievement: an ethnographic case study of an ELL student’s academic growth. (University of Massachusetts-Amhers). 2008… Researcher and author on topics including multiculturalism, gender, neocolonialism, language, and race. Orulus has authored and co-authored many books, and has written numerous articles since completing his doctorate from the University of Massachusetts-Amherst in 2008]. Among his publications: Accentishm: a socilinguistic analysis of accent discrimination (2017); Race, power and Obama legacy (2015); On Language, Democracy, and Social Justice: Noam Chomsky’s critical intervention (2013); Whitecentrism and Linguoracism exposed: toward the decentering of whiteness and decolonization of schools (2013); The race talk (2012);Courageous voices of immigrants and transnationationals of color: counter narrative against discrimination in schools and beyond (2011); Rethinking Race, Class, Language, andGender: A Dialogue with Noam Chomsky and Other Leading Scholars (2011); Academinc achievers: whose definition? (2010); Occupier and the new occupied: Haiti and other oppressed nations under Wester Neocolonial, Neoliberal, and Imperialist Dominations (2010); The agony of masculinity (2010); Education under occupation (2007)…
     
  •  Poetry in Haitian Creole. 1994 (ed, 75 p). [Poetry in Haitian Creole, including “Cry for liberation Collection”,  “Koze Lanmmou I, II” : Pwezi an kreyòl, enkli kolekesyon: “Kri pou liberasyon”, “Koze Lanmmou I, II”]. Emmanuel W. Védrine.
     
  • Pradel Pompilus. (Educator, linguist : Edikatè, lengwis). Biography of a Haitian scholar with more than fifty years of servie in education of young Haitians and his dedication to research on French and Haitian Creole.
     
  •  Premye etap avèk yon òdinatè. Distribution. [Computer manual to help Haitian students : Manyèl konpwoutè pou ede elèv ayisyen : Manuel informatique pour aider les étudiants haïtiens]. Eastern Digital Resources.
     
  • Published Poems (in periodicals, anthologies and books) : Powèm Pibliye (nan peryodik, antoloji ak liv) : Poèmes publiés (dans des périodiques, anthologies et livres). [Premye Etap Avèk Yon Òdinatè is the result of teamwork, the voluntary contributions of Haitian and American educators, in development for 8 years. Final editing was done by Emmanuel Védrine, Emily Miksic, and Jean Aupont following field testing in Jeremie, Haiti as part of the teacher training course provided by Pwof Ansanm].

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  • Tardiness in foreign language teaching in Haiti’s schools : Retard dans l’enseignement des langues étrangères en Haïti.
     
  •  Teaching materials for schools in Haiti : Materyèl pedagojik pou lekòl Ayiti.
     
  • Ti istwa kreyòl: Short stories in Haitian Creole. 115 p. [Seven short stories in Haitian Creole: (1) «Yo knbe bouki anndan vant yon bèf»; (2) «Konpè Chat ak dirije yon lekòl»; (3) «Yon chat de pye ak yon enkoutab»; (4) «Chanje lide»; (5) «Yon manman poul touye yon malfini»; (6) «Elefan prezide yon konferans bèt sovay t ap konfwonte»; (7) «Gade yon mirak!»... With questions and exercises on each story, including a Haitian proverbs section (on animals) and a Creole – English glossary. Illustrated by the author. A textbook for middle and high school level, for native speakers and learners of Haitian Creole. -- The purpose of this book is to allow greater access to those interested in Kreyòl and English. As a guide for speakers of both languages, it can be used for different purposes. – Following each story is a list of questions, vocabularies and expressions for exercises. There is also a section on illustrated Haitian proverbs dealing with animals, and finally a Kreyòl – English glossary that can be useful to English speakers… // Manuel pour les niveaux moyens et secondaires, pour les locuteurs natifs et les apprenants de créole haïtien. - Le but de ce livre est de permettre un meilleur accès à ceux qui s'intéressent au créole et à l'anglais. En tant que guide pour les locuteurs des deux langues, il peut être utilisé à des fins différentes. - Après chaque histoire se trouve une liste de questions, de vocabulaires et d'expressions pour des exercices. Il y a aussi une section sur les proverbes haïtiens   illustrés traitant des animaux, et enfin un glossaire Kreyòl - anglais qui peut être utile aux anglophones...].
     
  • Thoughts on the condition of Human being and the Environnement. Obrillant Damus.
     
  • Ti Malis ak Bouki apre 12 janvye: Pati II. [folktale : kont : conte].
     
  • Tony Jean-Jacques (educator, poet : edikatè, powèt). (debate : deba) Ide pou kreye yon 'High School Ayisyen' prive nan Boston. (1994);  “La réalité des nouveaux réfugiés haïtiens” (1996). Livres: Pour mieux t’aimer (1992); Moi, le Juif errand.
     
  • Tontongi’s clarification and demistification in his book, Critique de la francophonie haïtienne : Eklèsisman ak demistifikasyon Tontongi nan liv a, Critique de la francophonie haïtienne. 
     
  • Tout moun ki kont pwogrè rechèch kont pwogrè lasyans tou (pdf, 40 KB) : Anyone who is against progress in research is also against the advancement of science : Tous ceux qui sont contre les progrès dans les recherches sont aussi contre la l'avancement de la science.
     
  • Translation of medical terminologies, English – Haitian Creole : Tradiksyon Tèminoloiji Medikal, Anglè – Kreyòl.
     
  • Translation Seminar (English, French, Haitian Creole, Italian, and German).
     
  • Travay sivik ta dwe obligatwa pou tout jèn an Ayiti.
     
  • Twenty key Creole phrases : Ven 20 Fraz potomitan. [Translated to other languages, including Creole languages : Tradui an lòt lang, enkli lòt lang kreyòl : Traduit dans d'autres langues, y compris les langues créoles. [Deutsche Uebersetzung (Deu) von Jnes Angela Pellegrini – German translation; Thanks to Marilyn Mason for her English review (Eng) : Mèsi Marilyn Mason pou revizyon tèks anglè a; Traducción española (Esp) de Miguel Calzada – Spanish translation; Traduction en créole de ST Lucie (CL): Lindy-ann Alexander : Saint Lucian Creole translation; Traduction en créole guadeloupéen (CG): Ernest Pépin : Guadeloupe Creole translation; Traduction en créole guyanais (CGu): Aude Fawaka Désiré : Guyanese Creole translation; Traduction en créole martiniquais (CMa): Raphaël Confiant : Martinique Creole translation; Traduction en créole mauricien (CM): Sedley Richard Assonne – Maurician Creole translation; Traduction en créole réunionnais (CR): Franswa Sintomer : Reunion Creole translation; Traduction en créole rodriguais (CRo): Marlin Augustin : Rodriguan Creole translation; Traduction en créole seychellois (CS): Penda Choppy : Seychels Creole translation; Traduction en français (Fre): Jean-S Sahaï : French translation; Traduction en papiamentu (Pap): Hilda de Windt Ayoubi : Papiamentu translation; Traduction en patois Saint-Barth (PSB): CLASH. (Comité de Liaison et d'Application des Sources Historiques) ; Traduction in Saint-Barth Patois translation; Traduction en suédois (Sve) par Maxette et Malte Olsson : Swedish translation; Traduzione in italiano (Ita): Francesca Palli : Italian translaton; Vertaling in het Nederlands door Hilda de Windt Ayoubi : Dutch translation].
     
  • Twenty five years of Research and Publications on Haiti, the Haitian Diaspora and on Haitian Creole : Vingt-cinq ans de Recherche et de Publications sur Haïti, la Diaspora Haïtienne et sur le Créole Haïtien.

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  • The use of Creole in schools in Haiti (use of urban variation and the tendency to reject the rural one) : L'utilisation du créole dans les écoles en Haïti (utilisation de la variation urbaine et tendance à rejeter la variante rurale).

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  • Zoological Garden : Jaden zowolojik : jardin zoologique.
     
  • Èske kreyòl se yon bon zouti pou ta prann nan lekòl Ayiti?. Haïti en Marche, Vol. XXIV, #36, sept. 2010). [Est-ce le créole un bon outil pour apprendre à l’école en Haïti? : Is Creole a good tool to learn in schools in Haiti?]. E. W. Védrine.

II. Videos, Audio & Audiovisual : Videyo, Odyo & Odyovizyèl.

  • Alfabè kreyòl 1: Creole alphabet 1 [Yon nouvo zouti enpòtan ki kapab ede timoun Ayiti yo aprann “Imajinen yon nouvo Ayiti kote tout moun, finalman, kapab li ak ekri lang natif natal yo.” (Michel DeGraff, Massachusetts Institute of Technology, Inisyativ MIT-Ayiti, (Akademi Kreyòl Ayisyen)].Alfabè kreyòl II: Creole alphabet II [Yon nouvo zouti enpòtan ki kapab ede timoun Ayiti yo aprann “Imajinen yon nouvo Ayiti kote tout moun, finalman, kapab li ak ekri lang natif natal yo.” (Michel DeGraff, Massachusetts Institute of Technology, Inisyativ MIT-Ayiti, Akademi Kreyòl Ayisyen)].
  • Alfabè Kreyòl: Haitian Creole Alpahbet.
     
  • An n konprann chante Alfabè Kreyòl la. (Michel Degraff, Mandaly Louis-Charles).
     
  • Beethova Obas nan Duke University: yon pèfòmans chaje ak kadans. (Jacques Pierre).
     
  • Chante Alfabè Kreyòl la. (Michel Degraff, Mandaly Claude Louis Charles).
     
  • Creole Day at Duke University. (Jacques Pierre).
     
  • Creole Language Studies at Duke University. [Jacques Pierre outlines the Creole language program at Duke University. Duke students Lauren Zalla and Quinn Holmquist share their experiences in Haiti speaking Creole]
     
  • Duke Haiti Lab | MIT-Ayiti | Kreyòl Alphaet Song. [Haiti Lab director Jacques Pierre & MIT professor Michel DeGraff are discussing the Haitian Creole Alphabet Song and the MIT-Haiti Initiative. These are two new developments in the history of education in Haiti, both of which aim toward a paradigm shift in Haiti's education system].
     
  • Emeline Michel nan Durham: yon pèfòmans mizikal chaje ak gangans. (Jacques Pierre).
     
  • Jenès e Kreyativite. (Youths and Creativity). ItiaHAITI organization. Guest speaker: Nelson Nelson, presented by author and educator Betty Fortunat.
     
  • Kreyòl Day at Duke University, 28 oktòb 2020. (Jacques Pierre).
     
  • Lakou Kajou epizòd 1: Pwosesis.
     
  • Lakou Kajou epizòd 2: Jewografi.
     
  • Lakou Kajou epizòd 3: Rit.
     
  • Lakou Kajou epizòd 4: Fotosentèz.
     
  • Lakou Kajou epizòd 5: Dlo.
     
  • Lakou Kajou epizòd 6: Zouti.
     
  • Lakou Kajou epizòd 7: Egzèsis.
     
  • Lakou kajou epizòd 8: Transpò.
     
  • Lakou Kajou epizòd: Emota, yon kamyonèt estraòdinè.
     
  • Lakou Kajou epizòd: Jozefin plante yon pye kajou.
     
  • Lakou Kajou epizòd: Ki kote solèy la kouche?
     
  • Lakou Kajou epizòd: Ki travay mwen pral fè lè mwen grandi?
     
  • Lakou Kajou epizòd: Kous nan Palè San Sousi(Sans-Sousi Palace).
     
  • Lakou Kajou epizòd: Tiloulou prepare yon sipriz pou Lili.
     
  • Lekòl pa ka kreye antreprenè (Why school can’t teaach you entrepreneurship). Johnson Napoleon. [Seyans oryantasyon pou aprann devlope biznis: Orientation training on learning to develop business].
     
  • Oryantasyonn Jenès Ayisyen an [transcript : transkrip].
     
  • Plèk! Plèk! (@Ricardo86565). Educative audiovisual episodes with  Ricardo Bellefleur. As audiovisual materials, it will help people who are learning Haitian Creole as foreign language…«My motivation to create plèk! plèk! is that since long ago, more then twenty year I’ve cherishing this dream due to the lies and bad adjustment that I saw going through our society at the political, social, economic, e religious level. I say I am going to come up with a new concept to see what I can do differently to educated this people for the remaining time coming. That’s the reason whay each Saturday at 5:00, and activities to develop biblical your knowledge each Sunday on my facebook page.» (Ricardo Bellefleur). -- Epizòd edikatif ak Ricardo Bellefleur. Kòm materyèl odyovizyèl, l ap ede moun tou k ap aprann kreyòl ayisyen (kòm lang etranje)…«Motivasyon pou m te kreye plèk! plèk! sèke depi lontan, plis pase yon ventèn ane m ap karese rèv sa a akoz mansonj ak move ajisteman m te wè k ap travèse sosyete nou an ki politik sosyal ekonomik, relijye. Mwen di m pral vini ak yon lòt konsèp pou m wè kisa m ka fè diferan pou m enstwi ak edike pèp sa a pou rès tan k ap vini an. Se sa k fè cho ti pale chak samdi a 5 è, epi aktivite pou devlope lespri biblik ou chak dimanch sou paj fesbouk mwen.» (Ricardo Bellefleur).
     
  • Pou Manno Charlemagne. (Jacques Pierre).

III. Interviews : Entèvyou.

2020. Chita-pale ant Duquelas Colas ak Emmanuel W. Védrine nan kad selebrasyon mwa kreyòl. [Radio Energie, Boston]. Novanm.

2005. Entèvyou ak Diana Guillemin “lang kreyòl’” (Interview with Diana Guillemin, Creole language).

2000. Lè Kreyòl kenbe w (entèvyou) : When has a need for Kreyòl (interview). Oct.

1999. Entèvyou ak André Vilaire Chéry: Interview with André Vilaire Chéry. [On  the evolution of Haitian Creole, post dechoukay or after February 1986). Indiana University – Creole Institute]. Dec.

1996. First meeting with Eddy Le Phare. ('Lèt ak Kilti' : “Letters and Culture”, radio program). Feb.

1996. Meeting with Eddy Le Phare to discuss about Gramè Kreyòl Védrine. version créole : English version. Sept.

IV. Conferences & Presentations : Conférence & Présentation.

2016. Charla Lingwista Haitiano Emmanuel W. Védrine na NAAM (Curaçao). “On Haitian Creole  Bibliography, 200 years of publications”. Courtesy of Myriam Lavache (Kreyòl Pale, Kreyòl Konprann Institute of Spoken Kreyol. Curaçao; Richenel Ansano (Director of NAAM /National Archaeological and Anthropological Memory Management Foundation]; Yaniek Pinedo Védrine (translator). 2016.

2006. “Standardizing Haitian Creole: a round table discussion”. Haitian Studies Association, 18th Conference. University of Virginia, Charlottesville, VA. 2006. [Panel: Emmanuel W. Védrine, Marc Prou, Albert Valdman, Josiane Huducourt-Barnes].

2006. “A hidden norm in the standardization process of Haitian Creole that would be acceptable by the whole Haitian population and how to manage it”. Emmanuel W. Védrine (Presentation). Haitian Studies Association, 18th Conference. University of Virginia, Charlottesville, VA. 2006. / [«Une norme sous-entendue dans le processus de la standardization du créole haïtien qui serait acceptable par toutes les couches sociales de la population haïtienne et comment la gérer». Haitian Studies Association, 18th Conference. University of Virginia, Charlottesville, VA. 2006].

2005. A Bibliography of Theses and Dissertations related to the Dominican Republic. E. W. Védrine, Andrés Paniagua. [Research done upon the request of his Excellency, Dr. Leonel Fernandez, and presented at the Dominican-American National Roundtable, 8th Annual Conference; held at University of Massachusetts-Boston. Oct. 2005].

2003. An Annotated Bibliography on Haitian Creole: a review of publications from colonial times to 2000. Educa Vision. 700 p. [Research presented at the Linguistic Conference held in Cayenne, French Guiana (from May 9 – 11. 2003, organized by the “Laboratoire des Sciences Sociales IRD de Guyane”), on the languages spoken in French Guiana. Also presented at the «17th Annual Haitian Studies Association», University of Massachusetts-Boston, Oct. 2005.

2003. Mois du Créole à Montréal. (Sous la direction de : Under the leadership of Roland Bain).

1993. Strategy to develop teaching materials for Haitian Bilingual. City College, N.Y. (Spring).

1997. Mapou Library (Florida). “Publications on Haitian Creole from to Colonial time to 1997”.

1991. “Extension of the Haitian Language, and its writings, and translation for religious materials”. (Presented at CUM).

 

Note : Nòt : Nota

  1. Michel Degraff, Glenda S. Stump “Kreyòl, pedagogy, and technology for opening up quality education in Haiti: Changes in teachers’ metalinguistic attitudes as first steps in a paradigm shift” (Linguistic Society of America. Vol. 94, number 2. June 2018, pp e127 - e157).

 

Research note • Nòt rechèch • Note de recherche • Note de investigación • Forschungsnotiz

  • Resous edikatif e seyans fòmasyon pou anseyan ayisyen : Ressources pédagogiques et séance de formation et d'orientation pour enseignants haïtiens : Recursos educativos y capacitación en orientación para maestros haitianos : Bildungsressourcen und Orientierungstraining für haitianische Lehrer • Teaching materials for Haitian teachers’ trainings : Materyèl didaktik pou seyans oryantasyon pou anseyan ayisyen : Matériel pédagogique pour la formation des enseignants haïtiens : Materiales didácticos para la formación de profesores haitianos : Unterrichtsmaterialien für haitianische Lehrerausbildungen • Orienting Haitian teachers : Oryante anseyan ayisyen : Orienter les enseignants haïtiens : Orientar profesores haitianos : Orient Haitianische Lehrer •Translation seminar in English, French, German, Haitian Creole, Spanish : Seminè tradiksyon an anglè, fransè, alman, kreyòl ayisyen, espayòl (panyòl) : Séminaire de traduction en anglais, français, allemand, créole haïtien, espagnol : Seminario de traducción en inglés, francés, alemán, criollo haitiano, español : Übersetzungsseminar in Englisch, Französisch, Deutsch, Haitianisch-Kreolisch, Spanisch.

E. W. Védrine Creole Project, Inc.
Boston, Massachusetts. USA

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 Viré monté