Have you already taken a course on research methods and bibliographic orientation (let’s say in the field of linguistics)? Have you ever considered the weight of bibliography in all areas of research? What are you trying to prove in a search? What methods will you use to achieve the goal of this research?

We ask these four questions at the beginning of the article, a way to do brainstorming. We could have come up with more. For students or professors at universities in Haiti, once looking at the title of this article, many may be thinking deeply, and scratching their heads. See the A look at Higher Education in Haiti: another step after secondary level, the section on memwa de sòti (mémoire de sortie) or mémoire de licence. For students at American universities, it is not so much a headache when it comes to research, doing research, and research methods.

From the elementary level in the United States, they start teaching students how to do research (on different topics). There is no question of memorizing like students do in school in Haiti (to be recited in class, without understanding what they are reciting many times in a language other than their native one). (American) Teachers, at this level, do not get into theory (abstract) with them; that is for university level later. In the meantime, the emphasis is rather on practice. The teacher comes to class with a list of projects to guide or assist them. Thus, individually, they are able to choose what subject they would like to work on. This is called project (they have to present it to the class, explaining it, without learning anything by heart).

Bibliography - Sources they will look at, read, and investigate for the project (they choose to work on). Certainly, the teacher can help them, make it easier for them to find bibliography to look at, all the materials that are available online as part of the project they are working on. Every school in the United States (elementary, middle, high, and university) has a library. Each municipality where the student lives has a public library. Student can work on their project; they can borrow books, documents, and materials (audio, visual, audiovisual) to do their research without any problem.

At the university level, in the United States, it is not required to write an exit thesis for the bachelor’s or master’s level. There are some master's programs where the student can do a thesis, but it would be an option (if the student wants to become familiar with advance research, if he /she continues for the doctoral level where it’s required to do a dissertation, with the exception of  law and medical students who don’t have to submit a dissertation though they will also receive a doctoral degree (JD - Juris Doctor, Doctor of Jurisprudence; MD - Medicinae Doctor, Doctor of Medicine).

From the first university cycle (bachelor level as it is called in the United States, Canada…), it is mandatory for all students to take some courses that prepare and orientate them for research, research methods and bibliography to be consulted (all that have been published in the field: such as articles that appear in scientific journals periodically, and all American universities subscribe to these journals - where they are classified at each university's library).

When a student decides to work on a dissertation, he (she) usually does so with a professor who specializes in the field. He (she) takes courses with that professor (in advance); he (she) knows the professor; he (she) may even be his (her) research assistant, where one is familiar with the other although there will be a committee for the thesis (and more professors will be in it). — So, the student can decide on what topic he (she) would like to work on; one perhaps many people have not yet worked on, or one that he (she) would like to explore in depth. The student can discuss all this with the thesis director. The latter can also propose the student some topics (depending on his or her flexibility).

Duration of the dissertation — There are students who can finalize their dissertation within a year (if they were gathering data they need to look at for some time, and that they had an idea ​​what they wanted to work on). There are also those that can take four years or even longer working on a dissertation. Here, we can see that each student does not work at the same pace. Sometimes this may depend on what they are trying to show or analyze, and more research they may have to do, which may require traveling (to other places, countries, attending some seminars, meeting with some specialists in the field of study to interview them). Sometimes, professors don’t emphasize on a dissertation’s length, but rather its content. Therefore, we may find doctoral dissertations that are not even one hundred pages long; some may be a bit longer than one hundred pages, and longer.

Stages of the research — Overall, the student should have a general idea of ​​what he /she wants to present in the research, where he /she) can discuss it with the dissertation director or proposition the latter can make to the student. Thus, that student will know in what direction the research is going, and the different stages to go through — such as: (individual) biography  (to verify the complete work of an author), biography of group of authors (in the field of study), and bibliography (publications of several authors) to consult (their localizations), bibliography of scientific journals (which publish articles on a specific field, or which may cover the entire field) interviews (to do, recording them and send them to one’s email to work on their transcripts later), comments on some authors’ works, comments on what people say in the interviews, loan books (from libraries), materials used by the student in some of the courses taken (such as articles distributed in class by the instructor), and materials borrowed from other university libraries or interlibrary loans.

Going back to scientific journals, they would be more available in English (today) at almost every university in the world, where many would subscribe to them. In the case of Haiti, they are late in teaching and mastering English in order to fully be used in school from the fifth year in elementary school (the same it is done in in many countries today), so that students would master it rapidly since the beginning of high school (as foreign language). This would give students access to a variety of materials in that language, and scientific articles later that are available in it and have not been translated into either French or Spanish (as foreign languages ​​ poorly taught in Haiti's high schools).

Generally speaking, university libraries in the United States, and each faculty or department of university (according to their field of study) subscribe to the journals they need. Professors (from different faculties) sometimes photocopy items that they need (either for personal research, or to share them with students in class, or to compile them to be use for certain courses). Some courses may not textbooks available to buy. Some may be out of print and are no longer on the market. The class’ instructor may compile articles that he /she wants students to read during the semester or quarter for the course. — For those in Haiti, who don’t have access to great university library (one that would be well equipped), they face electricity problems, internet connection problems (Wi-Fi), so access to all these materials is not something easy.

When we think about the depth of the bibliography problem in the context of universities in Haiti, we would propose below some possible solutions to improve the situation:

1. (A) A required course focusing on research-oriented methods for all first-year students (regardless of the field of study they are in or studies they want to pursue).
    
2. (B) Each faculty should have a group of students and professors who are working to assist that faculty with documentation, establishing contact with professors (Haitian, foreign), Haitian professionals who are working at universities abroad to help identifying research materials or scientific documents they may need, which appear periodically in scientific journals, and how they can be routed to Haiti.Some Senior Theses titles presented at FLA (Faculté de Linguistique Appliquée, State University of Haiti) and few masters’ theses in their joint program with Université Antilles-Guyane /UAG)  that have not been recorded in our theses and dissertations database or did not have an electronic version. This research sample would be an opening door for FLA, and all other faculties at Université d’État d’Haïti : State University of Haiti to publish online all their senior theses (in pdf format) or students can just do that themselves after their defense. — Unfortunately, the Faculty of Applied Linguistics (Faculté de Linguistique Appliquée /FLA) of the State University of Haiti has been destroyed in the tragedy of the January 12, 2010 earthquake. Many of its students died, along with its dean Pierre Vernet while in class. Prior to this tragedy, we were in touch with some students some two months before when they emailed us to work on a bibliography of the works of linguist and anthropologist Suzanne Sylvain-Comhaire. In two weeks, we were done with the research, and sent it to them. They were going to name the graduating class of 2010, “Promotion Suzanne Sylvain” (first Haitian woman linguist and anthropologist who defended a doctoral dissertation at Université Sorbonne in Paris on Haitian Creole Grammar, a research that would soon became a classic for linguists specializing in Creole Studies. (Emmanuel W. Védrine).
    
3. Creation of databases for online documents, sorting them alphabetically, and then printing them out. It would be important not only to copy their electronic versions, but also to print them out because their links may not work sometimes. Thus, once printed, multiple copies can be made and sorted to be classified in binders (at a particular faculty).
    
4. Professors must be active in establishing contact with colleagues, and specialists (Haitians, foreigners) from overseas universities, and those who are in the same field to help as they can. Once contacts are made, the burden can become lighter if putting all bureaucracies aside, and don't think about money issue (to solve some simple problems). That will, certainly, make the task easier for each faculty, and to help students with means to do research.
    
5. All mémoires presented at universities in Haiti should be available online in pdf format, the same way we see for theses and dissertation presented at American universities. Thus, the whole world would not only have access to them (as research presented by Haitian students), but also it would be a plus for the authors of these mémoires to get recognition for their research, and even invitation from some professors abroad to contribute to research that they are doing.
   
   On this note, we encourage students in Haiti who are presenting a mémoire to give a person who is coming to the United States or Canada one or two copies of it to register at a  university library as documentation. Thus, the title will be documented in their databases, and once it is online, all researchers (in the world) will be able to locate it rapidly. There is also the possibility of contacting the author (if connected to some social networks). Other things the authors can do would be to publish the same dissertation in book form or if they are continuing for the doctorate degree (abroad), they can extend the research for a doctoral thesis.
    
6. Even if the mémoire is written in French or Creole. Why?  It would always be good for the author to translate its abstracts or summary into English. This would not only make it easier for researchers who are doing research on certain topics, wherever they may be in the world, but also to document the research for electronic databases.
   A thesis, mémoire, dissertation or research should not remain in the drawers after the author spent time working on it, and presenting it. It is a mistake that many students (in the world) make when that research could have been published in book form, its summary, or put in pdf format (perhaps for a certain period of time so that the public can have access reading it, comment on it, and cite it in research they are doing also).
   
   We hope this article opens the eyes of all students, teachers, and researchers who read it to guide them in this sense, one way or another, and share it also with as many people as possible.
    
7. In the bibliographic research we published (in 2003) to document publications on Haitian Creole, from the colonial times (that is before 1804) to 2000, An Annotated Bibliography on Haitian Creole: a review of publications from colonial times to 2000 (700 pages), we do our best to document the titles published in this annotated bibliography, and their authors. But because we are working on several research at the same time, we have not yet done a complementary bibliographic research (that would cover publications from 2001 to 2021) - in terms of books, scientific articles and documents (audio, visual, audiovisual to document the language) that would be published in Haitian Creole. So, it is a field that is still open to everyone, and particularly young bibliographers who would think of embarking on such research, although we try to cover theses and dissertations published on Haiti at universities abroad (particularly, American universities), and mémoire de licence FLA¹ (Faculté de Linguistique Appliquée, Université d’État d’Haïti : Faculty of Applied Linguistics — Université d’ État d’ Haïti : State University of Haiti).
    
8. Local Scientific Journals -- Faculties at the University of Haiti may consider publishing their own electronic scientific journal without spending any money. It would be a strategy not only to document research conducted at different faculties, but also to help documenting bibliographic research, summary of articles published in scientific journals at universities abroad, that they may not subscribe to in Haiti. It would also be an opportunity to work together with Haitian specialists (abroad) in different fields (of specialization) who can share with them references of important documents to be identified and compile them. That would be helpful to students and professors at the Universities in Haiti.

In summary, it is a pleasure to invite you to look at our online bibliographic work model — Twenty Five Years of Research and Publications on Haiti, the Haitian Diaspora and on Haitian Creole. We hope that it will serve as model, and inspiration for all Haitian teachers and students, so that they too may think of contributing to this great konbit or collective work that we have begun, and that must continue.

Don’t forget that bibliographic research is one that is never complete. There must be editing works that must be done from time to time to add what is missing. It's similar to working on dictionaries, to come up with new editions. — The "Annexed Texts" section not only gives you a sample of bibliographies we have already worked on, but can also be reviewed and updated. For the section "Theses related to Haiti", we try to cover the twentieth and twenty-first centuries (up to 2020). We don’t forget the Dominican Republic (our neighbor) as part of our bibliographic research, and when Dr. Leonel Fernandez (former president of the neighboring republic) visited University of Massachusetts-Boston, he saw our research on Haiti (An annotated bibliography On Haitian Creole…). With all his wisdom, he asked us if we could also do one for the Dominican Republic; we were too happy to answer him "yes," and we wasted no time in doing so, and presented it at The Dominican-American National Roundtable, 8th Annual Conference; held at University of Massachusetts-Boston. October 2005. — Of course, we may miss some titles (in the bibliographic research we publish), so we rely on all readers, researchers to point out what and who are missing, or they may be able to circulate their findings (such as titles and authors who would be missing) on different forums, a way to help us documenting everything. We thank you in advance for your understanding.

Note

1. Some Senior Theses titles presented at FLA (Faculté de Linguistique Appliquée, State University of Haiti) and few masters’ theses in their joint program with Université Antilles-Guyane /UAG)  that have not been recorded in our theses and dissertations database or did not have an electronic version. This research sample would be an opening door for FLA, and all other faculties at Université d’État d’Haïti : State University of Haiti to publish online all their senior theses (in pdf format) or students can just do that themselves after their defense. — Unfortunately, the Faculty of Applied Linguistics (Faculté de Linguistique Appliquée /FLA) of the State University of Haiti has been destroyed in the tragedy of the January 12, 2010 earthquake. Many of its students died, along with its dean Pierre Vernet while in class. Prior to this tragedy, we were in touch with some students some two months before when they emailed us to work on a bibliography of the works of linguist and anthropologist Suzanne Sylvain-Comhaire. In two weeks, we were done with the research, and sent it to them. They were going to name the graduating class of 2010, “Promotion Suzanne Sylvain” (first Haitian woman linguist and anthropologist who defended a doctoral dissertation at Université Sorbonne in Paris on Haitian Creole Grammar, a research that would soon became a classic for linguists specializing in Creole Studies. (Emmanuel W. Védrine).

ANNEXED TEXTS

DEGRAFF, Miichel. Platfòm MITI-Ayiti pou yon lekòl tèt anwo.

ENCARNACIÓN, Luis Armando Cuevas. Mouvman pou kreyòl nan lekòl Ayiti.  [Koutwazi: òganizasyon ITIAHaiti].

HOEFER, M. (Jean Chrétien Ferdinand). Nouvelle biographie universelle depuis les temps les plus reculés jusqu’à nos jours avec les renseignements bibliographiques et l’indication des sources à consulter.

HYPPOLITE, Michel-Ange. «Bèbè Gòlgota: bouskay sitwayènte ak diyite». (Translation from Haitian Creole to English by Emmanuel W. Védrine).

LORQUET, Joël. Boukan Dife Literati ak Joël Lorquet, lexical data (edited by) Emmanuel W. Védrine.

VALDMAN, Albert. Brief Curriculum Vitae. (Books in the field of Creole and French Studies). Textbooks and Manuals (images).
---. English – Haitian Creole Bilingual Dictionary. 1148 p. iUniverse. Bloomington, IN. 2017. Albert Valdman (editor). The “DICO Project”, Vol. II. (Emmanuel W. Védrine, Frenand Léger, Jacques Pierre, Nicolas André: native speakers editing team).
---. Chez-nous : Branché sur le monde francophone, 4th ed. With C. Pons & M. Scullen. Upper Saddle River, New Jersey: Prentice Hall, 2010; ed. 2014 Pearson.
---.  Dictionary of Louisiana French: As Spoken in Cajun, Creole, and American Indian Communities. With K. Rottet et al. Jackson, MS: University Press of Mississippi, 2009.
---. Point de départ. With C. Pons and M. Scullen. Upper Saddle River, NJ: Prentice Hall, 2009.
---. Haitian Creole-English Bilingual Dictionary (the “DICO Project”, Vol. I). 2007. 781 +xxxiv p. Indiana University–Creole Institute. (Emmanuel W. Védrine, Frenand Léger, Jacques Pierre, Nicolas André: native speakers editing team).
---. Essays in French Linguistics. 2005. 145 p. ISBN: 9781894508445, 1894508440. Volume 25 of Language, media & education studies.
---. Haitian Creole : Structure, Variation, Status, Origin. Sheffield: Equinox Publishing. 2015. [Reviewed by Philipp Krämer; reviewed  by Sibylle Kriegel].
---. Ann pale kreyòl (1988, 265 p.); edition 2001 ISBN 10: 092923605X; ISBN 13: 9780929236056. [Haitian Creole, textbook; Foreign Language Study]. Reviewed by John M. Lipski, University of Florida. Journal of Pidgin and Creole Languages, 6: 2 (1991), pp 285-288. “Ann pale Kreyòl by Albert Valdman is one of the best manuals I have used to teach Haitian Creole. I would recommend it to anyone who is teaching Haitian Creole or any foreign language (as a good model to look at). The book can be used for Haitians who are learning English (as second language). The author, in a way, kills two birds with one stone with this publication. (Emmanuel W. Védrine, instructor of Haitian Creole, French, ESL and Spanish”). [This set of instructional materials is designed to provide beginning and intermediate learners of Haitian Creole with a foundation in the phonology, grammar, and vocabulary of the language. It is intended for use by individuals wanting to communicate with monolingual Haitians. A revision of earlier materials, this set emphasizes authentic representation of Haitian language and culture, focuses on interpersonal communication needs, and uses an officialized spelling, which is explained in the introductory section. The materials consist of 25 lessons, each containing some or all of the following components: a situational dialogue, vocabulary list and exercises, notes on specific grammatical constructions, review exercises, listening comprehension practice exercises keyed to a recorded text (not included), spelling exercises, and reading texts on Haitian geography and history. Lesson topics include introductions, getting and giving directions, school and classroom, clothing, objects of daily use, families, farming, telling time, laundry, describing things, travel and transportation, self- and medical care, shopping, food and restaurants, weather, magic and superstition, community life, and polite or socially appropriate behavior. A Creole-English glossary is appended. (MSE). Reference https://eric.ed.gov/?id=ED356617)].
---. A Dictionary of Louisiana Creole (collab., 1998). [Louisiana Creole, textbook].
---. French and Creole in Louisiana (1997). [Reviewed by Felice Anne Coles, University of Mississippi; Reviewed by Terry Nadason, University of Alberta].
---. A Learner’s Dictionary of Haitian Creole (1996). [Haitian Creole, textbook].
---. and Scott, Foresman. Viens Voir!1990. ISBN: 0673350401, 9780673350404. 590 p. [French language, textbook].
---. Haitian Creole-English-French Dictionary (1981).; Vol. II. (French-Creole index, English-Creole index) ISBN 9780929236049, 0929236041. 298 p. [Trilingual dictionary]
---. Dis-Moi! High School French Level I, Student Edition. 555 p. [French language, textbook].
---. Historicity and Variation in Creole Studies (1981). [International Conference on Theoretical Orientations in Creole Studies (1979: St. Thomas, V.I).] Ann Arbor, MI: Karona Publishers, Inc. 1981. pp xi + 126. Reviewed by Charles A. Ferguson, Stanford University. Studies in Second Language Acquisition, Vol 5, Issue 1. Fall 1982, pp 125-127.
---. Créole et enseignement primaire en Haïti (1980). 225 p. [Creole in schools in Haiti]
---. Haiti –Today and Tomorrow (1984).
---. Le créole: structure, statut et origine (1978). [Creole Linguistics, Syntax, Sociolinguistics, Creole Genesis].
---. Pidgin and Creole Linguistics (1977) (co-edition).
---. and Scott, Foresman. Son et Sens. 356 p. [French language, textbook].
---. Introduction to French Phonology and Morphology. Pub Newbury House. 1976. 220 p. [French Linguistics].
---. Basic Course in Haitian Creole (1970). ISBN 9780884323747; ISBN: 0877501491. 351 p. [Haitian Creole, textbook].
---. Saint-Lucia Creole Basic Course (collab., 1969). [Saint-Lucia Creole, textbook].
(some) Articles and book chapters
---. "Vers l’identification des néologismes lexicaux du français de Louisiane". In I. Neumann-Holtzschuh & B. Bagola (eds.), L’Amérique francophone – Carrefour culturel et linguistique. Frankfurt am Main: Peter Lang, 2016. PP. 281-304.
---. "L’Akademi Kreyòl Ayisyen et la standardisation du créole haïtien". Etudes Créoles, 33:1, 2015 [en ligne]. PP. 40-63.
---. "L’élaboration d’une norme endogène dans la valorisation du français vernaculaire en Louisiane". In Marie-Madeleine Bertucci (ed.), Les français régionaux dans l’espace francophone. Langue, multilinguisme et changement social, Vol. 25. Frankfurt am Main: Peter Lang, 2016. PP. 75-87.
---. "Du français colonial aux parlers créoles". In A. Thibault, (ed.) Du français aux créoles: phonétique, lexicologie et dialectologie antillaises. Paris: Classiques Garnier, 2015. PP. 425-460.
---. "On the influence of the standard norm of Haitian Creole on the Cap Haïtien dialect". With A.-J. Villeneuve & J. Siegel. Journal of Pidgin and Creole Languages 30:1, 2015. PP. 1-43.
---. "Vers la reconstitution du français colonial, cible de la colonisation". In France Martineau & Terry Nadasdi (eds.), Le français en contact. Hommages à Raymond Mougeon. Quebec: Les Presses de l’Université Laval, 2011. PP. 393-414.
---. "French in the USA". In Kim Potowski (ed.), Language Diversity in the United States. Cambridge University Press, 2010. PP. 110-127.
---. "Sur la diffusion du créole haïtien standard". In Etudes Créoles: Cultures et Développement, 2008. PP. 165-193.

VEDRINE, Emmanuel W. A Bibliography of Mémoire de Licence or Bachelor’s Theses Presented at FLA (Faculté de Linguistique Appliquée) Université d’ État d’ Haïti : State University of Haiti.
---. A Bibliography of Theses & Dissertations related to Haiti (20th Century).
---. A Bibliography of Theses and Dissertations related to Cape Verde.
---. A Bibliography of Theses and Dissertations related to Haiti (2011–2020). (compiled by E. W. Védrine,  Joseph Marcel Georges and Fessando Suffren).
---. A Bibliography of Theses and Dissertations related to Haiti (From 2001-2004).
---. 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].
---.  “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. E. W. Védrine -- Biography].
---. A look at Higher Education in Haiti: another step after secondary level | Koudèy sou Edikasyon Siperyè Ayiti: yon lòt etap apre nivo segondè.
---. An Annotated Bibliography on Haitian Creole: A review of publications from colonial times to 2000. © 2003 by Emmanuel W. Védrine and E. W. Védrine Creole Project. 700 pages. [General Authors' Index (Endèks Jeneral otè); Index of Titles : Endèks Tit;  Acknowledgements & General Introduction (Rekonesans e Entwodiksyon) pp 5; Abbreviations & Symbols used in this book : Abreviyasyon & Senbòl ki itilize nan liv la, pp 20; In praise of the author (Éloge de l’auteur : Lomeyans pou otè a); Chapter : Chapit I: A bibliography of Periodicals with publications on Kreyòl (268 entries : antre, pp 26-35); Chapter : Chapit II (2): Agriculture, Floraand Fauna | Flòr e Fonn (61 entries : antre, pp 36-43); Chapter III (3): Bibliographies (12 entries : antre, pp 44-47); Chapter : Chapit IV (4): Classification by authors : klasman pa otè, pp 48-71; Chapter : Chapit V (5): Dictionaries, Glossaries, and Related Sources : Diksyonè, Glosè, e Sous ki an rapò (130 entries : antre), pp 72-119; Chapter : Chapit VI (6): Education (edikasyon) Literacy (alfabetizasyon), and Teaching Materials : e Materyèl didaktik /pedagojik (334 entries : antre) pp 120-165; Chapter : Chapit VII (7): Folklores, Folk tales & Stories : Foklò, Iswa-kont & Istwa (230 entries : antre, pp166-188); Chapter : Chapit VIII (8): General Subjects : Sijè Jeneral (445 entries : antre), pp 189-254; Chapter : Chapit IX (9): Geography and History : Jewografi e Istwa (63 entries : antre, pp 255-265); Chapter (Chapit): Grammar : Gramè (72 entries : antre) pp 266-279; Gramè Kreyòl VEDRINE Grammar of Haitian Creole (354 p., 1996); Kreyol Without Toil: an introductory course to Haitian Creole (version to be printed : vèsyon pou enprime); Sistèm Alfabè Kreyòl Aysiyen : The Haitian Creole Writing System; Chapter : Chapit XI (11): Health & Hygiene : Sante e Ijyèn (52 entries : antre) 280-283; Chapter : Chapit XII (12): Historical Linguisitcs : Lengwistik Istorik (88 entries : antre, pp. 284-300); Chapter : Chapit XIII (13): Novels & Short Stories : Woman e Resi & Istwa Kout (108 entries : antre) pp 301-319; Chapter : Chapit XVI (14): Orthography | Òtograf (112 entries : antre, pp 320-341); Chapter : Chapit XV (15): Plays (including related works : Pyès teyal enkli zèv ki an rapò 88 entries : antre), pp. 344-357; Chapter : Chapit XVI (16): Poetry : Pwezi /Powèm (204 entries : antre), pp 358-380; Chapter : Chapit XVII (17): Poroverbs : Pwovèb (54 entries : antre), pp 381-392; Chapter : Chapit XVIII (18): Religious Studies : Etid Relijye (145 entries), pp 393-403; Chapter XIX (19): Sociolinguistics : Sosyolengwistik (119 entries : antre) pp 404-493; Chapter : Chapit XX (20): Teaching Materials For Learners of Haitian Creole : Materyèl didaktik /pedagoji pou moun k ap aprann kreyòl ayisyen (Kreyòl, 41 entries : antre) pp 432-435; Chapter : Chapit XXI (21): Theoretical Linguistics : Lengwistik Teyorik (325 entries : antre) pp 436-471; Chapter : Chapit XXII (22); Chapter : Chapit XXIII: Theses & Dissertations related to Haitian Creole : Tèz (metriz, doktora) ki an rapò ak kreyòl ayisyen (75 entries : antre) pp 472-485; Chapter XXII (22); Chapter : Chapit XXIII (23): Interviews with some Haitian Creolists, Journalists and Authors (Entèvyou ak kèk kreyolis, jounalis e otè), pp 486-335 [Interview : Entèvyou #1: Charlot Lucien and Frankétienne (pp 486-490); Interview : Entèvyou #2 (see Appendix); Interview : Entèvyou #3: Nounous (Lenous Surprice) and Kaptenn Koukourouj (Michel-Ange Hyppolite) pp 491- 496; Interview : Entèvyou #4: Emmanuel W. Védrine and Roody Barthelemy (pp 497-500); Interview : Entèvyou #5 Edikatè à l’Edicateur : an Interview with Haitian novelist Deyita (Mercedes Guignard on her novel Esperans Dezire : Yon entèvyou ak womansye Deita, Mercedes Guignard sou woman li an Esperans Dezire), pp 500-503;  Interview : Entèvyou #6 (see : wè Appendix); Interview : Entèvyou #7: Yvon Lamour, Emmanuel W. Védrine, Keslèbrezo (Kesler Brézault), Kaptenn Koukourouj (Michel-Angle Hyppolite)]; Chapter : Chapit XXIV (24): General Authors’ Biographies : Bibliyografi Jeneral otè, pp 537; Appendix (Part /Pati I, II, III - Theses and Dissertations related to Haiti : Tèz (metriz, doktora) ki an rapò ak Ayiti (308 entries : antre, pp 572, 594, 600); Index of Titles : Endèks Tit, pp 630; General Authors’ Index : Endèks Jeneral Otè, pp 680; About the author : Sou otè a, pp 625. In praise of the author (Éloge de l’auteur : Lomeyans pou otè a). [Research presented the International Linguistic Symposion in French Guyana, organized by IRD (Institut de Recherche pour le Developpement). Spring 2003].
---. (compiled by).An Electronic Teaching Materials’ Model For Haitian Students And Teachers. (compiled by) E. W. Védrine : Yon Modèl MateryèlDidaktik pou Elèv e Pwofesè Ayisyen. [Bibliography].
---. (compiled by).Bibliographie Haïtienne et Indices Biographiques. (compiled by Emmanuel W. Védrine and Francesca Palli). [Online General Bibliography Related to Haiti : Bibliyografi an liy ki an rapò ak Ayiti].
---. «ANSÈYMAN SAN ANSEYAN». Emmanuel W. Védrine. — Pa ka gen bon jan ansèyman san anseyan ki prepare ak materyèl didaktik disponib pou ede elèv ak anseyan. — Estrateji pou anseyan òganize matyè y ap anseye, e aplikasyon teknoloji nan ansèyman jodiya kòm zouti esansyèl — Nesesite pou òganize konferans ou diskisyon atravè zoum pou diskite tout sa, e rekòde yo pou itilize nan Seyans Fòmasyon pou anseyan Ayiti, e nan dyaspora. — Itilizasyon materyèl didaktik / pedagojik (nan diferan nivo). Pa egzanp: kit tip materyèl (selon matyè ou sijè anseyan an ap anseye), pou kilè (laj elèv yo, e nivo alfabetizasyon yo), ki nivo moun yo (èske tout ap fonksyone nan menm nivo, miwo / miba), ki laj yo (timoun, jèn, adil), pou ki rezon (objektif), materyèl ki disponib deja (èske anseyan an lokalize yo), ki materyèl anseyan an bezwen ki pa egziste, ide pou fè kopi materyèl ki ra / tèlke kèk liv ki pa disponib ankò sou mache a) : «TEACHING WITHOUT TEACHERS». Emmanuel W. Védrine. — There can’t be good teaching without prepared teachers and teaching materials available to help students and teachers. — Strategies for teachers to organize subjects they are teaching, and the application of technology in teaching today as an essential tool — The necessity to organize conferences or discussions through zoom to discuss all that, and record them to be used in teachers’ training in Haiti, and in the diaspora. — The use of teaching materials (at different levels). For example: What type of materials (according to the subject(s) the teacher is teaching), for who (students’ age, and their literacy level), what’s the people’s level (are all functioning at the same level, up /down), what’s their age (children, teenagers, or adults), for what reason (objective), materials that are already available (has the teacher localized them), what materials does the teacher need and that don’t exit, the idea of making copies of rare materials such as some books that are no longer avaible on the market)].
---. Book of changes: the preservation of Creole, a nuanced language… by William Orem. Research & Creative Activity, Vol. XXIII, No. 1. April 2000. Indiana University.
---. Charla Lingwista Haitiano Emmanuel W. Védrine na NAAM (Curacao). [On Haitian Creole  Bibliography, 200 years of publications. Courtesy of Myriam Lavache (Kreyòl Pale, Kreyòl Konprann Institute of Spoken Kreyol. Curacao; Richenel Ansano (Director of NAAM]; Yaniek Pinedo Védrine (translator). 2016.
---. Collection of Haitian Education Materials by Albert Valdman.
---. Dictionary of Haitian Creole Verbs with Phrases and Idioms. Emmanuel W. Védrine. 1992. 246 Pages. Publisher: Soup to Nuts. Cambridge, MA.
---. D.P.M - Kanntè (play) by Jan Mapou: a bridge between fiction and reality. (Book review and English translation of the book by Emmanuel W. Védrine).
---. Educational Resources and Orientation Training for Haitian Teachers : Resous Edikasyonèl e Seyans Oryantasyon pou Anseyan Ayisyen. (compiled by E. W. Védrine). [Bibliography].
---. English – Haitian Creole Bilingual Dictionary. 1148 p. iUniverse. Bloomington, IN. 2017. Albert Valdman (editor). The “DICO Project”, Vol. II. (Emmanuel W. Védrine, Frenand Léger, Jacques Pierre, Nicolas André: native speakers editing team).
---. English – Haitian Creole Computer Terms : Tèm Konpwoutè: Anglè – Kreyòl. Emmanuel W. Védrine.
---. Èske w te pase nan kèk atelye ekriven avan w pibliye premye liv ou? : Have you been to any writers’ workshop before publishing your first book? [School teaching materials included in annexed texts section : Enkli materyèl didaktik pou lekòl nan seksyon tèks anekse].
---. First meeting with Eddy Le Phare. ('Lèt ak Kilti' : “Letters and Culture”, radio program).
---. Haitian Creole-English Bilingual Dictionary (the “DICO Project”, Vol. I). 2007. 781 +xxxiv p. Indiana University–Creole Institute. (Emmanuel W. Védrine, Frenand Léger, Jacques Pierre, Nicolas André: native speakers editing team).
---. Haitian Creole Data base: (source: Haïti Progrès, newspaper, 2004). [Model of edited database: Modèl bank done leksikal tou edite pou lojisyèl ipèbaz (for hyper base software].
---. Haitian Creole Data base: Kri pou liberasyon (Cry for liberation: a collection of poems in Haitian Creole). 2008. [Model of edited Creole database (for hyper base software) : Modèl bank done leksikal tou edite (pou lojisyèl ipèbaz)].
---. Haiti, a directory of publications : Ayiti, yon ànyè piblikasyon.
---. Haitian Creole D-Base : Writings By Emanuel W. Védrine ( Part I).
---. (compiled by). E. W. Védrine. Haiti’s Super Web Directory & Diaspora  : Gran Ànyè Elektwonik Ayiti & Dyaspora. [Bibliography].
---. Interview with André Vilaire Chéry. [On the evolution of Haitian Creole, post dechoukay or after February 7, 1986]. Indiana University–Creole Institute.  December 1999. / Yon Entèvyou ak Vilaire Chéry nan kad rechèch li sou yon envantè mo ak espresyon li dokimantè nan konjonkti politik Ayiti a, soti 7 fevriye 1986 pou rive nan lan 2000].
---. Interview with Serge Claude Valmé pour discuter ref. Gramè Kreyòl Védrine. ('Radyo Vwa Lakay). Boston, Massachusetts.
---. Leksik kreyòl: ekzanp devlopman kèk mo ak fraz a pati 1986.Emmanuel W. Védrine.
---. Lè Kreyòl kenbe w (When have a need for Kreyòl. (pdf, 32 KB). (Interview avec the Haitian linguist, Emmanuel W. Védrine, celebrating his tenth year of research on Haitian Creole”). Journalist Gotson Pierre.
---. Mouri pou libere Ayiti (short story : istwa kout). English translation: Dying for Haiti’s liberation, by the author; French translation: Mourir pour libérer Haïti, Jean-S. Sahaï; German translation: Sterben, um Haiti zu befreien, Jnes Angela Pellegrini; Italian translation: Morire per liberare Haiti, Francesca Palli; Japanese translation : Mihoko Tsunetomi; Latin translation: Vittore Nason; Papiamentu translation: Muriendo pa liberashon di Haiti, Yaniek Pinedo; Russian translation: Karlova Ekatarina; Spanish translation: Morir para liberar Haití, Miguel Calzada].
---. New words and idioms entering Haitian Creole: Mo nouvo ak espresyon ki antre nan kreyòl. Emmanuel W. Védrine. [With the rapid development of Haitian Creole (in the 20th and 21st century), and many of us who have the chance observing it, the question we may ask is: What strategy we (who are in area of linguistics, and research on the native language) can use to record this development?... Certainly, we are encouraging all other Haitian researchers (in the linguistic area) to think of the opportunity to contribute also (while alive) in this sense… It can be done through recorded interviews (with their phones, and then write down the transcript immediately after or send a copy of the recording to their email to keep it as documentation, and them later they can work on the transcript. They can also use videos, and publish them online so that researchers can have access to them].
---. Online Educational Resources and Orientation Training for Haitian Teachers.
---. Path to the most ever published bibliography research on Haitian Creole. [Haitian Bibliography : Bibliographie Haïtienne].
---. Petit lexique du créole haïtien. Emmanuel W. Védrine. [historical linguistics]. Orèsjozèf Publications. 1995. 87 p.
---. Quelques plantes créoles et leurs noms latin : Kèk plant Kreyòl ak non yo an laten. Emmanuel W. Védrine.
---. Say it in Haitian Creole, English and French: a trilingual glossary of phrases and idioms. [Forthcoming / A trilingual Glossary for learners of Haitian Creole, English, French and a guide for translators]. Emmanuel W. Védrine. Winter 2020.
---. Seventy Five Years of Research and Publications on Haitian Creole : 75 Swasannkenz Ane Rechèch ak Piblikasyon sou kreyòl ayisyen]. [Haitian Bibliography : Bibliographie Haïtienne].
---. Some Haitian Creole verbs dealing with Haiti’s underdevelopment and development.
---. 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].
---. (compiled by).Suzanne Comhaire- Sylvain : a bibliography of her publications. [Haitian Bibliography : Bibliographie Haïtienne].
---. Tradiksyon yon entèvyou ak Diana Guillemin “lang kreyòl” (Translation of an interview with Diana Guillemin, Creole language).
---. 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 Haitienne et sur le Créole Haïtien : 25 Vennsenk Ane Rechèch ak Piblikasyon sou Ayiti,
Dyaspora Ayisyen, e sou Kreyòl Ayisyen]. - Haitian Bibliography : Bibliographie Haïtienne.
---. Welcome to L’Asile (Lazil), a commune in Haiti : Byenveni nan Lazil, yon komin Ayiti. [Haitian Bibliography : Bibliographie Haïtienne].
---. What the author thinks : Sa otè a panse.
---. Yon koudèy sou de gran diksyonè sou kreyòl ayisyen : A look at two great dictionaries on Haitian Creole. Emmanuel W. Védrine.

Nòt Rechèch : Research Note

Atlantic Creoles : Kreyòl atlantik; Bilingual education in Haitian Creole – English : Edikasyon bileng an kreyòl ayisyen – anglè; Creole linguistics : Lengwistik Kreyòl; Creole studies : Etid kreyòl; Database in Haitian Creole : Bank done Kreyòl Ayisyen; Dictionaries on Haitian Creole : Diksyonè sou Kreyòl Ayisyen; Dictionary and glossary projects: Pwojè diksyonè e glosè; Documents for training sessions for Haitian Teachers : Dokiman pou seyans oryantasyon pou Anseyan Ayisyen; Educational material in English and Haitian Creole for schools in Haiti : Materyèl Edikatif an anglè e an kreyòl ayisyen pou lekòl Ayiti; Educational materials for Haitian Teachers’ Training : Materyèl edikatif pou seyans fòmasyon pou Anseyan Ayisyen; Educational resources : Resous edikasyonèl; Electronic Directory of Haiti and the Haitian Diaspora (culture, diaspora, education, history, language, Creole literature, traditions) : Ànyè elektwonik Ayiti e Dyaspora ayisyen (kilti, dyaspora, edikasyon, istwa, lang, literati kreyòl, tradisyon) : Essays in Haitian Creole : Esè (disètasyon) an Kreyòl Ayisyen; French-based Creoles : Kreyòl a baz fransè; Haitian Creole Lexicon : Leksik Kreyòl Ayisyen; Haitian Teachers’ Training : Oryantasyon Anseyan Ayisyen; Languages ​​and Studies of the Caribbean : Etid lang e Etid karibeyen; Linguistic planning : Amenajman lengwistik; Network of Haitian Students in Haiti - Diaspora and research : Rezo Etidyan Ayisyen Ayiti – Dyaspora e rechèch; Training and Orientation Sessions for Haitian Teachers : Trening e Oryansyon pou anseyan ayisyen; Reviewing and Editing of documents in Haitian Creole : Revizyon e Edisyon dokiman an Kreyòl Ayisyen.

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

*

 Viré monté