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BOOKS & MATERIALS FOR HAITIAN BILINGUAL PROGRAMS & FOR LEARNERS OF HAITIAN CREOLE

*DICTIONARY OF HAITIAN CREOLE VERBS WITH PHRASES AND IDIOMS by Emmanuel W. VEDRINE 1992. 246 p. [Available at EDUCA VISION, http://educavision.com; educa@aol.com;  Tel. (954) 725-0701]

“Dictionary Of Haitian Creole Verbs With Phrases And Idioms by Emmanuel W. Védrine, 1992”. “The book under review is, therefore, a welcome respite, for it respects the standard orthography and is quite systematic throughout… The Dictionary is a guide for learners of both languages, for people who want to be bilingual and for those who are interested in linguistic research. The excellent balance of Kreyòl and English explanations should accomplish those ends. The presentation is impressive for a book published independently by its author… The Dictionary of Haitian Creole Verbs offers strong evidence that writing Kreyòl is still perceived as a wide-open discursive field…”

Karen Richman and William L. Balan-Gaubert, Journal of Pidgin and Creole Languages, 11:2, 1996. University of Chicago

“This pioneering Dictionary of Haitian Creole Verbs With Phrases And Idioms by Emmanuel W. Védrine (1992) is the result of many years of linguistic research and methodological design undertaken by Emmanuel Védrine, a graduate researcher at the University of Massachusetts at Boston. Specially, his book represents a new orientation in contemporary Creole lexicography. His dictionary attempts to bridge the gap between theory and practice, as a tool for improving Creole teaching and improving research in contemporary Creole Studies… Védrine gives a hint of his lexical enthusiasm on the title of the book itself. His Dictionary of Haitian Creole Verbs lives up to its name. In a concise preface, Védrine reviews recent developments in Haitian Creole grammar. Védrine succinctly discussed other characteristics of the Haitian verb system from such familiar phenomena as the short forms of: ale (al), vini (vin), rete (ret) to name a few. He also identifies many Haitian Creole verbs that can be used as ‘attributives’ in some cases. He cautions the reader to use his dictionary with circumspection, not as a manual of conversation but understand the quasi-to understand the quasi-totality of Haitian verbs used in any aspect of life. Using or reading Védrine’s dictionary will be a very pleasurable distraction indeed and the reader / user will go away knowing what ‘deplancheye’, ‘jebede’, ‘tyakannen’, ‘wouspete’ is. He also refers to the so-called ‘vèb marasa’ (twin verbs) such as ‘pote-kole’, ‘sote-ponpe’, ‘leve-kanpe’ - For any creolophone who needs a quick and complete reference in Creole and English will find Védrine’s dictionary immediately useful, culturally rich, humorous and a constant delight…”

SEDRA, 1993

“…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…”

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

= = = = = = = = = = = = = = = = = = = *IDE POU KREYE YON ‘High School’ AYISYEN PRIVE NAN BOSTON by Emmanuel W. VEDRINE E. W. Védrine Creole Project: Boston, MA. 1994. 104 p.

Ide pou kreye yon High School Ayisyen nan Boston (‘Ideas to found a Haitian private High School in Boston’) is a debate between Dr. 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) = = = = = = = = = = = = = = = = = = =

*MATERYÈL EDIKATIF POU BILENG AYISYEN by Emmanuel W. VEDRINE Soup To Nuts Publishers. Cambridge, MA.1994. 218 p.

Materyèl edikatif pou Bileng Ayisyen (‘Teaching materials for Haitian Bilingual’) – A textbook for students, teachers of Social Studies (with essays in English, fairy tales in French and Creole, articles, poems and proverbs (in French, Creole and English. – Material Edikatif Pou Bileng Ayisyen is my 9th book published. As I mentioned before in Ti istwa kreyòl: Short stories in Haitian Creole, I am never satisfied with my literary works related to Haiti. As Haitian writer, I always have a thirst to produce more for the generation of 2000. – This book is a document related to my experience as Haitian teacher in the Haitian Bilingual Program. As Tony Jean-Jacques mentions, “No school will succeed without the help of teaching materials in the native language”. It was a privilege for me to publish some books in the construction of this work. – This book is not a complete document on Teaching Materials For Haitian Bilingual Program. It might be the first interpretation some readers are going to do when first looking at the title. Don’t think that it has everything in it for Haitian Bilingual either. It’s more a look and some samples on how Haitian teachers can compile some materials for their class to develop their own curriculum. It depends on what the teacher is teaching also. – I also believe that reading is very important to opening a student’s mind and to developing critical thinking. My hope that this sample of work can serve as a guide for all teachers who teach in Haitian bilingual programs. (E. W. Védrine) = = = = = = = = = = = = = = = = = = =

*POETRY IN HAITIAN CREOLE by Emmanuel W. VEDRINE Soup to Nuts Publishers: Cambridge, MA. 1994. 75 p. [Available at http://schoenhofs.com]

A guide for beginners and translators of Haitian Creole, including a Creole-English glossary. — “In Poetry in Haitian Creole, Védrine shows our people to be the descendent of an inventive, badacious and courageous people. His poetry reflects the appreciation that he carries for his homeland and, most of all, relishes the pleasure of the Soul. Védrine is a poet who writes and speaks his mind… as far as I can tell, practically always. He follows his own road, believes in his own style and pursues his own dream, which are deeply rooted in the Haitian dream. He refuses to separate himself from ‘common Haitians’… (Tony Jean-Jacques) = = = = = = = = = = = = = = = = = = =

*SEZON SECHRÈS AYITI by Emmanuel W. VEDRINE Soup To Nuts Publishers. Cambridge, MA. 1994. 128 p. [Available at http://schoenhofs.com]

“Season of drought in Haiti”, Haitian novel. – A textbook for high school. “Nan Sezon sechrès Ayiti, Védrine prezante yon Ayiti jan li ekziste atravè pèsonaj nan roman an. Sezon sechrès Ayiti se youn nan roman reyalis nan lang ayisyen e nan yon langaj senp ke Védrine prezante nan yon kontèks istorik politik e ekonomik: sa k te pase Ayiti, sa k ap pase resamman e sa k ap pase aktyèlman. Filozofi ak sikoloji pèsonaj yo apeprè menm bagay: yo tout ta renmen wè yon bèl Ayiti, yon Ayiti kote tout moun ka travay ansanm. Tout viktim de sechrès la, de krim nan peyi a ak abi ke yo fè yo. Y ap kite Ayiti pou menm kòz la byenke yo renmen peyi a men sitiyasyon an fòse yo depeyize. Malgre tout krim ak abi ke yo fè yo, pèsonaj yo pa mande mal pou kriminèl sa yo men yo ta renmen yo renonse a tout bagay ki mal, yo ta renmen kè yo chanje pou kapab genyen yon vrè chanjman nan peyi a…” = = = = = = = = = = = = = = = = = = =

*UN STYLO INTERNATIONAL by Emmanuel W. VEDRINE Soup to Nuts Publishers: Cambridge, MA. 1994. 61 p. [Available at http://schoenhofs.com]

“An international pen”. — Poetry in 7 languages (including 26 in French, 12 in Haitian Creole… an essay in English. A textbook for middle and high school level. = = = = = = = = = = = = = = = = = = =

*PETIT LEXIQUE DU CRÉOLE HAÏTIEN by Emmanuel W. VEDRINE Orèsjozèf Publications. 1995. 87 p.

Historical linguistics. Entry covers: [a, abitan, abitye, abobo, abonotchou!, adonayi, adyahountò, adyanikon, adyoman, agida, ago!, agwesan, akajou, akasan, alèz, alsiyis, an, anhan, ansent, apa, arèt, asan, ason, asotò, asoupi, awèsan, Babankou, babchat, bab panyòl, badimbidim, baf, bak, batiman, batri, bay, bèbèdèk, bega, bennitye, bibi, bigay, bigote, bip, biskèt, biznaw (kaka biznaw), blòk, bloukoutoum, bobori, bokit, bòs, boubouy, bouden, Bouki, boula, boumba, bounda, bourik, bous, bouvaz, bouzen, bowòm, bra, brak, bwa, bwa fouye, bwèt, chaben, chadèk, chaje, cham, chankre, chapit, chaplèt, chat, chen, chich, chòlpis, choukèt, chwal, debachi, dechalbore, dèt, dezire, digonnen, dilatasyon, distrè, dlande, doukounou, drapo, endont, enkoutan (enkoutab), èsde (S.D), espyon, estebak, figi, flatè, flengèt, fou, foubi, fouye, frechè, frè prenè, fwote, gabèl, gagari, gagè, galipòt, gè, dedevi, gengenn, geri, godo, gonbo, gouyang-gouyang, govi, grandou, grangozye, granmoun, gratè, gratèl, grenadin, greton, grigri, gwap, hanm, hap, hey,inoni, ipe, ja, jako, jakopyevèt, janblan, jechalòt, jòf, jofi, jòkman, jòljòl, joubabye, jouk, jouke, joumou, jwif, kabès, kabicha, kabwètye, kach, kachimbo, kad, kaderik, kakaglas, kakapoul, kakòn, kal, kalabous, kalakit, kalan, kalomi, kanari, kanbral, kanntè, kanpe, kansonfè, kanzo, kaplata, karaktè, karang, karyoka, kasab, kase, katafal, katon, katye, kay, kazwèl, kè, kechat, kèt, kibi, kilmik,kit, klete, klowòks, kòb, kodas, kokobe, kòksanbèk, kòl, kong, kòt, kolèt, kolokent, kòlòwòch, komisyon, komòd, kòn, konfyolo, kongo, kongolo, konkonm, konparèt, kòt, koton, kouchkouch, koudoug, koulout, koumabo, kounou, kounouk, koupye, koutè, kouyan, koyo, kraponnay, kras, kraze grenn, kraze rak, kripkrip, kwape, kwi, kwokwo, kwòt-kwòt, labèt, lablanchèt, labsent, ladwann,lago, lagojanis, lakilbit, lakoujin, lakwann, lalèp, lalin, laliy, lalwa, lamanyann, langlichat,lanman, lanmè, lanmyann, lapipi, laplas, lapòs, lari, larijòl, lasisin, latya, lateng, latranblad, lavalas, lay, lamitye, lele, lèt, Leyopa, lèz, lòbèy, lofrannè, loko, loray, lòsyè,lota, lwijanboje, mab, mabi, machin, machòkèt, madanm-plwaye, majò-bokal, makòn, makont, malatyong, maldyòk, maleng, malenge, malkadi, malmouton, manba, mandasyon, mangousa, manje-ranvwa, mann-man-nann, manyòk, mapou, masif, mason, mastòk, mayi, mazimaza, men, men tou, merilan, mis, mòlòkòy, moun, mousach, move bannann, nadmarinad, nago, nannan, odeyid, ogan, osman, oto, oto minui, ougeve, oy, pantalon, panzou, paparamo, patat, patekwè, pench, penich, penitans, pentad, peryòd, petadò, pete, pèpèt mayi, pètpèt, peyi, pichon, pijon, pimpe, pinge, pip, pis, pisannit, piyajè, piyip, plane, ponponn, poul, poupou, pyout, rabadya, ralba, rapadou, ratatouy, règ, renka, saranpyon (salanpyon), saval, selebride, sèpantye, silabè, sirèt, sirik, soloba, soudè, soulad, soulye, sousou, sousoubrake, soutirasyon, tako, tap-tap, tata, tayo, taza, tcho (tyo), tikoma, tòchon, tonmtonm, towobann, twasèt, twonpèt, tyoul, vèrèt, veso, veye, vitès, vityelo, vlaw, vòl ladwann, volim, vonvon, voumtak, wa, waf, wangatè, watchòkò, wèch, wifout, wipip, woulobay, wowoli, yanm, yay, yès, yesken, yi, yoyo, za, zenglenden, zèp, zès,zeye, zo, zonbi, zòrèy, zòt, zotobre, zwenge] = = = = = = = = = = = = = = = = = = =

*GRAMÈ KREYÒL VEDRINE by Emmanuel W. VEDRINE E. W. Védrine Creole Project. Boston, MA. 1996. 354 p

“Védrine's grammar of Haitian Creole”. [First monolingual grammar ever written in Haitian Creole. It covers all the grammatical aspects of the language with a foreword and acknowledgment in English, including a bibliography of 63 sources. INDEX: advèb, advèb konjonktif, advèb de lye, advèb de manyè, advèb de tan, advèb ki esprime degre, advèb ki esprime 'tan' ak 'nonb', advèb ki itilize ak atik defini, advèb ki modifye atribi, advèb negasyon ak afimasyon, advèb relatif, advèb senp, adyetif, ajan, ajan ansoudin, ajan vizyèl, akayik, aksanfòs, aksangrav, aksantegi, aksyon, aksyon k ap dewoule, aksyon ki t ap dewoule, aktif, alafransèz, an, ane, anekdòt, anfaz, anglisis, antesedan, antonim, apatenans, apozisyon, apwostòf, apwostòf ak tirè, atik, atik defini, atik endefini, atik yo an kreyòl, atik patitif, atribi, ava, avètisman, ayisyanis, bay lòd, bay lè ak espresyon, bèt, bi, bileng, bilengwis, blòf, bouch si, bout fraz, bwa, chanjman kòd, chanjman òtograf, choz, defi, definisyon, degre konparatif, degre konparezon, degre pozitif, degre sipèlatif, demann, devni, diksyonè, Diksyonè Kreyòl Vilsen, distenksyon fonetik, dout, dyalèk, dyalite, dyalòg, efemis, egzajerasyon, ekriti, eksetera, elatriye, eleman vèbal, enperatif, entèjeksyon, entèjeksyon ak fraz ki esprime sèman, entèjeksyon ki itilize ak bèt, entèvyou, entonasyon vwa, èske, esklamasyon, espresyon, estrikti gramatikal, eta, etimoloji, fab, feminen, figi, figi retorik, filoloji, fiti, fòm konplè, fòm kontrakte, fòm kout, fòm pasif, fout, fragman yon konpozisyon, fransizasyon, frap, fraz, fraz advèbyal, fraz apozitif, fraz deklaratif, fraz enperatif, fraz entewogatif, fraz esklamatif, fraz konplè, fraz vèbal, fraz vèbal ak espresyon idyomatik, fraz vèbal ki fonksyone kòm non, fri, gimè, grafèm, gwo mo, ide, idyolèk, idyòm ak lokisyon, inite de baz de panse, ipèbòl, istwa oral, italik, iwoni, jan, jan an kreyòl, jou nan semèn nan, kèk vèb kreyòl ki itilize kòm non, kesyon ak «ki», ka, kopil zewo, kalite, kapital, kategori non, kèk plant nou jwenn, kèk vèb kreyòl ki itilize kòm non, ki, kit... kit, kit se... kit se, kloz, kloz advèbyal, kloz endepandan, kloz nominal, kloz parazit, kloz sibòdone, kondisyon, kondisyon pase, konparezon, konpleman, konjonksyon, konjonksyon koòdone, konjonksyon korelatif, konjonksyon sibòdone, konjonksyon marasa, konotasyon, konparezon, konplemandobjè, konpozisyon, konsèp, konsòn, konsòn nazal, kont ak istwa, kontraksyon, kontinan, koz, kreyòl fransize, kreyòl ekri, kreyòl pale, kreyòl plat, kreyòl rèk, kreyòl santral, kreyòl swa, l a (l a va), laj, lan, lang, langaj imaje, lang ekri, lang pale, lang (sosyal, ekonomik, politik), lavni, lè, leksik, lèt majiskil, literati, literati oral, litòt, lizay, lòd, lòd negatif, lokisyon, lwa fonetik kreyòl, m a (ma va), makè, majiskil, manyè, maskilen, menmsi... oubyen, mèt, metafò, metonimi, mezantant, miniskil, mo, mo deplase, mo prete, mo zouti, mokri, mo marasa, mo tokay, modifyan, modifyan bisilabik, modifyan monosilabik, modifyan polisilabik, moso fraz, monològ, mwa nan ane a, n a (n a va), nan, narasyon, nasyonalite, nazal, nazalizasyon, ni... ni..., nimewo, nimewo kadinal, nimewo òdinal, non, non abstrè, non komen, non konkrè ak non abstrè, non pwòp, nonb, non kolektif, non konkrè, non marasa, non posesif, nòmalizasyon, objè, objè dirèk, objè endirèk, objè yon prepozisyon, òganizasyon ide, omonim, onomatope, oditè, oraliti, oratè, ou kwè..., ou kwè... do..., ou kwè... pa do..., òtograf kreyòl la, paragraf, paragraf deskriptif, paragraf devlopman, paragraf entwodiksyon, paragraf esansyèl, paragraf esplanatwa, paragraf naratif, paragraf konklizyon, pale pwenti, pale an daki, plant, parantèz, pase lòd, pa sèlman... men, pasif, pasyan, pati diskou, pawoli, perifraz, pèsonifikasyon, peyi, pi, pi... ke, pi... ke tout, pi... pase, pi... pase tout, pinga, pliryèl, politès, ponktiyasyon, posesyon, poudi..., poudi... do..., poudi... pa do..., poze kesyon, pral, preferans, prefiks, prepozisyon, prepozisyon ki esprime andwa, prepozisyon ki esprime distans, prepozisyon ki esprime (manyè, koz, orijin), prepozisyon ki esprime tan, prezan, prigad, pwen, pwenvigil, pwendentewogasyon, pwendesklamasyon, pwen sispansyon, pwogresif, pwonon, pwonon anfatik, pwonon endefini, pwonon endefini ki fonksyone kòm sijè, pwonon entewogatif, pwonon pèsonèl, pwonon pèsonèl ak nonb, pwonon posesif, pwonon posesif ak varyasyon, pwonon refleksif, pwonon refleksik ak varyasyon («kò», «kont»), pwonon refleksif ak varyasyon «tèt», pwonon relatif, pwonon relatif ak endefini, pwonon relatif ak varyasyon, pwononsiyasyon, pwovèb, pwovèb sou bèt, rankont de vwayèl, referans, refleksivite, règ gramatikal, rekèt, relasyon resipwosite, retorik, salitasyon, salitasyon ak lizay, sans, se, sèman, semantik, semivwayèl, senk sans yo, sengilye, sentaks, sezon yo, sijè, sijè marasa, silab, si m te... m ta, sinonim, sipozisyon, sirèt, sitasyon, siy, siyifikasyon, son, son ki ra men ki la an kreyòl, souplès, sosyolengwistik, swa... swa, ta, ta ka, tan, tan pase, tanpri, tan prezan, tanperati (tan), t ap (te ap), te, te ka, te konn, tèminezon («en», «en»), tèminezon «èz», ton, tonalite, tirè, ti bouch pwenti, ti lèt, tip de konjonksyon, tit, transkripsyon, twapwen, twonpri, va, varyasyon, varyasyon dyalektal, vèb, vèb entranzitif, vèb kontrakte, vèb kreyòl ki itilize kòm non, vèb marasa, vèb tranzitif, vigil, vil, vwa aktif, vwa pasif, vwayèl, vwayèl bouch-nen, vwayèl nazal, w a (w a va), ya (ya va), ye, yon.

Comments:

"Gramè Kreyòl Védrine may not be an answer to all sociolinguistic questions in Haitian society; rather, it is a document witnesses the existence of the Creole language as a spoken language, a document that can serve as a guide to the native language of all Haitians... I take all my linguistic freedom together with the authority of the Haitian language to write these grammatical theories that I advance in this book. They are not inventions but rather observations of the native speakers. As a guide to the Haitian language, I hope that Gramè Kreyòl Védrine will serve as a source of inspiration to Haitians writing in Creole and for all those working very hard for the total linguistic liberation of the Creole language." (E. W. Védrine)

"Gramè Kreyòl Védrine is a reference tool for everyone writing and learning Creole... I congratulate Emmanuel Védrine for this work. Little by little, the language will shoot buds." (Féquière Vilsaint)

"Gramè Kreyòl Védrine is a rich work filled with a variety of information. Emmanuel Védrine deserves praises for the courage and effort displayed in this great book, which paves the way for the development of our native language. This document answers many challenges that ignorant or so-called educated people used to raise about the language of Haiti. It is an answer to those critics who used to say Creole doesn't have rules, it doesn't have grammar. I am confident that the mentality of everyone who reads this book will change toward a particular appreciation for the Creole language that connects all Haitians." (Jorave Telfort)]

"Gramè Kreyòl Védrine is a great tool deserving of praise, valuable to everyone working in the Creole language, whether in the scientific or literary area. We have been looking for this great tool a long time. That's why I want to raise my voice with other experts in Creole everywhere to ring the bell and say bravo! to the linguist, Emmanuel Védrine," (Keslèbrezo)

"Gramè Kreyòl Védrine, another great accomplishment in the history of the Creole language, will help people to better see and understanding the reality of their native language. This grammar is a tool that's going to open the mind. It's going to play a great role for every Haitian teacher and student..." (Serge Claude Valmé) = = = = = = = = = = = = = = = = = = =

*TI ISTWA KREYÒL: SHORT STORIES IN HAITIAN CREOLE by Emmanuel W. VEDRINE Soup To Nuts Publishers. Cambridge, MA.1994. 115 p. [Available at EDUCA VISION, www.educavision.com; educa@aol.com;  Tel. (954) 725-0701]

Seven short stories in Creole (“Yo kenbe Bouki andedan vant yon bèf”, “Konpè Chat ap dirije yon lekòl”, “Yon chat de pye ak yon enkoutab”, “Chanje lide”, “Yon manman poul touye yon malfini”, “Elefan preside yon konferans sou pwoblèm bèt sovay t ap konfwonte, “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. I hope that Ti istwa kreyòl: Short stories in Haitian Creole will be a good guide to anyone using it. (E. W. Védrine) = = = = = = = = = = = = = = = = = = =

*YON KOUDÈY SOU PWOBLÈM LEKÒL AYITI by Emmanuel W. VEDRINE Soup to Nuts Publishers. Cambridge, MA. 1994. 117 p. [Available at http://schoenhofs.com]

["A look at the problem of schools in Haiti". - Essays on the problems of schools in Haiti and interviews with some Haitian educators from the diaspora. A textbook for educators, students (high school and college level) and researchers.] (estrè nan yon entèvyou)

«E. LE PHARE: Bon, m panse ti tan an piti anpil; nou p ap ka rete sèlman sou roman paske se pa sa sèlman ou ekri. Ann touche yon lòt pwen. Si nou jete kò nou nan Yon koudèy sou pwoblèm lekòl Ayiti, premye bagay mwen ka di mwen jwenn atravè liv sa a pandan m ap li, mwen pran konesans avèk tout valè ke mesye yo ap fè nan zafè ekri kreyòl, nan zafè anseyman bileng pa bò isit. Men, premye kesyon pa m nan byenke objektif la te chita sou reyalite a, zafè lang kreyòl, lang fransè, zafè lang kreyòl pa bò isit e sa mwen ta renmen poze ou, se devlopman sila a èske se yon devlopman ke w fè ki chita sou yon analiz pou fè moun yo pran konsyans oubyen se yon prezantasyon w pote non sèlman kote nou ka dekouvri reyalite k ap pase anndan kominote a nan zafè bileng nan oubyen pou touche an menm tan konsyans de twa pwofesè ki anndan sistèm nan, men ki toujou kanpe pa dèyè, ki pa vle pote-kole pouke reyalite sa a ka devlope tout bon anndan travay bileng ke w ap fè pa bò isit?

E. W. VÉDRINE: Travay mwen fè nan Yon koudèy sou pwoblèm lekòk Ayiti byenke mwen se yon pwofesè ki kòmanse anseye Ozetazini nan Pwogram Bileng Ayisyen, men pou konprann pwoblèm Pwogram Bileng Ayisyen nan Boston, fò w kapab konprann tou pwoblèm edikasyon an Ayiti. Nan sans sa a, mwen fè yon retou pou analize kèk nan pwoblèm lekòl Ayiti. Tèlman gen pwoblèm, se sa k fè m limite m kote m rele liv sa a Yon koudèy sou pwoblèm lekòl Ayiti. Sètadi, gen anpil lòt pwoblèm tou yon moun ta kapab analize. Se apati moman sa a mwen fè retou sa a an Ayiti pou m kapab reyèlman konprann oubyen montre lektè, lòt pwofesè pwoblèm nan ak sous li dekwa lè yo jwenn elèv sa a y ap anseye li, pwoblèm elèv sa a bay nan klas donk, fò nou kapab analize tou sous pwoblèm yo nan lekòl Ayiti. Mwen fè yon rale mennen-vini sou koze lang pou pote eklèsisman sou lang fransè ak kreyòl. Anpil fwa, nou konnen an Ayiti sou diktati trantan an edikatè Ayiti pa janm pale de reyalite pwoblèm lekòl. Yo pale de fransè ak kreyòl pou evite montre se politik ki koze tout pwoblèm yo. Mwen menm kòm lengwis, mwen toujou pran pozisyon m byenke gen ti pwoblèm ki egziste o nivo lengwistik men, vrè pwoblèm edikasyon an lè m ap analize l, se yon pwoblèm a karaktè politik. Lang se jis yon medyòm; ou gendwa itilize nenpòt lang pou fè edikasyon oubyen itilize l nan edikasyon. Donk, vrè pwoblèm nan pa reyèlman yon pwoblèm ant fransè ak kreyòl jan anpil edikatè Ayiti konn montre l pou pa pale de reyalite politik la. Mwen pran pozisyon m sou sa e an menm tan tou, kòm lengwis e ekriven ayisyen ki sousye de reyalite ayisyèn nan, mwen gen yon responsablite pou m fè yon travay pou avansman lang kreyòl la kote l sipoze itilize san pou san nan edikasyon Ayiti ak nan Dizyèm Depatman an nan tout Pwogram Bileng Ayisyen. Mwen kwè nan sa m ap fè a e m kanpe fè m sou sa m ap fè a. Sou koze lang tou nan Pwogram Bileng nan, fò n pa bliye atitid negatif kèk pwofesè ayisyen kont lang kreyòl la. Se yon lòt pwoblèm nou kapab analize tou kote kèk pwofesè toujou wè se lang fransè a pou yo itilize ak elèv nan. Donk, yo pa wè itilizasyon lang kreyòl la kòm yon medyòm pou kapab fasilite timoun yo fè tranzisyon an nan pwogram bileng. Fòk atitid negatif pwofesè ayisyen yo chanje konsènan lang kreyòl la. Se yon pwen ki enpòtan pou yo wè nesesite pou itilize lang natifnatal timoun nan. Non sèlman sa, «Boston Public Schools» rekonèt lang kreyòl la kòm lang ofisyèl ti Ayisyen nan Pwogram Bileng nan». (Estrè nan yon entèvyou ak Eddy Le Phare, Boston - Radyo Liberasyon, 5 fevriye 1996). = = = = = = = = = = = = = = = = = = =

*KOZE LANMOU by Emmanuel W. VEDRINE E. W. Védrine Creole Project: Boston, MA. 1995. 48 p. A collection of love poems in Haitian Creole. — A textbook for middle and high school level. = = = = = = = = = = = = = = = = = = =

*23 POEMES EN FRANçAIS ET EN HAïTIEN by Emmanuel W. VEDRINE E. W. Védrine Creole Project: Boston, MA. 1995. 52 p.

“23 Poems in French and Haitian Creole”. A textbook for middle and high school level. — «Ayant longtemps vécu dans un milieu où la parole n’est pas tout à fait emprisonnée, Emmanuel W. Védrine s’est échappé de la poésie codée qu’offrent généralement les poètes d’Haïti pour nous livrer un message clair, simple, facile. C’est un poète badin qui chante tel un enfant. Sa poésie est toute pleine d’adolescence et naïveté. — Védrine nous raconte ses voyages, ses nombreux séjours en Europe. Pour avoir étudié en Allemagne et en Espagne, il a eu le privilège de découvrir et d’admirer de beaux sites européens. En été, il parcourt villes et villages, frotte avec de nombreuses cultures.

Il y a beaucoup de raisons Qui poussent les gens à voyager

écrit Védrine. Les études donc ne sont pas les seules raisons de ses voyages. Il y a surtout le confort romantique des lieux tel SALAMANCA, en Espagne où les oiseaux volent loin, Bien loin de RIO TORMES

où PLAZA MAYOR le convaince à s’asseoir et à promener dans son enceinte… Vienne parait une ville particulière pour le poète. Les habitants sont si sympathiques. On les croise dans les rues. Ils vont vite, certes. Cependant, ils ont le temps de vous saluer et de vous acceuillir.

Les gens sont gentils à Vienne

Védrine est le poète des vacances fleuries. Il chante la beauté d’une nature universelle. BOSTON, VIENNE, FREIBURG et plus particulièrement SALAMANCA retentissent à travers ses chants. — Haïti n’a pas fait table rase dans l’univers poétique de Védrine. Au fond de son cœur, une large place y est reservé. Le poète se complaint de la misère du pays, dénonce le système impérialiste-colonialiste, se révolte contre les bourreaux du peuple…». (Jean Armoce Dugé) = = = = = = = = = = = = = = = = = = =

*DIS POWÈM SOU LANATI by Emmanuel W. VEDRINE E. W. Védrine Creole Project: Boston, MA. 1996. 21 p. “Ten poems on nature”. — A textbook for elementary and middle school level. = = = = = = = = = = = = = = = = = = =

*MEN L ANLÈ A L AP VINI by Emmanuel W. VEDRINE Orèsjozèf Publications. 1997. 34 p.

“He is in air coming”. A short story related to the September 30th Coup in Haiti. A textbook for elementary and middle school level.

Coming soon: AN ANNOTATED BIBLIOGRAPHY ON HAITIAN CREOLE: A review of publications from colonial times to 2000 http://hometown.aol.com/ewvedrine/AnnBiblio-eng.htm

Courtesy of E. W. VEDRINE CREOLE PROJECT, Inc. P.O.Box 255 110 Dorchester, MA 02125-5110 evedrine@hotmail.com;   http://hometown.aol.com/ewvedrine/Dizan.htm