CHÉRY, Pierre Michel. Est né à Saint Michel du Sud Haïti (1956), diplômé en statistiques et informatique au Centre de Formation de Statisticiens et d'Informaticiens (CEFORSI, 80). Diplômé de l'Institut National d'Administration de Gestion et des Hautes Études Internationales (INAGHEI, 83), il a également étudié la linguistique à la Faculté de Linguistique Appliquée (93). Après avoir travaillé pour l'Administration Publique pendant quatre ans, à l'Institut Haïtien de Statistiques et d'Informatique (IHSI 82), Pierre Michel Chéry 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 logiciels – esthétiques populaires, au lecteur, à son tour, de découvrir l'expression de l'unité qui motive chaque homme…
DUGÉ, Jean Armoce. Fèt nan lakou Okay nan dat 30 dawou 1964. Mélancolie (Éds. Fardin, P-au-P, 1984) se premye rekèy powèm Dugé publiye. An 1986, li antre nan ansèyman kòm pwofesè lèt. Menm ane a, li fonde nan Okay twoup teyat «Sanmba Lakay». «Demaske», premye pyès teyat li ekri, te jwe premye fwa Audio Vision nan vil Okay (5 desanm 1986) e li te ranpòte siksè. Apre kèk ane silans, li parèt ak Tribò Babò, yon seri powèm angaje ki dekri reyalite sosyal Ayiti nan vil ou nan kanpay.
GIBRAL-TARIK, Roberto. Roberto Gibral-Tarik, Ph.D. is a modern day jack-of-all-Trades, master of a few. He is a guru with incredible bedside manner and impressive credentials to boot. Gibral-Tarik is of African descent with Latino and American ancestry. He was born in New York in December 1949 where he completed his education. During an illustrious college career, Roberto studied in Panama, Mexico, New York, North Carolina and California. He graduated from SUNY College at Buffalo with a B.A. In Spanish; received credits toward a M.A. in bilingual Education from the Instituto de Filogía in Coahuila, Mexico ; obtained a M.A. in Spanish with a concentration in Hispanic Civilization and Culture, and a Ph.D. in Education Administration both from the University of California, Santa Barbara. – Roberto's professional career hails from instructor / teaching assistant in the Departments of Spanish / Portuguese and Black Studies at UCSB, to research consultant at the Rand Corporation in Santa Monica, CA. He was the first male and first Black elected as Executive Director of the New York State Child Care Coordinating Council in 1993. – Gibral-Tarik is polyglot… Professionally he considers himself an educationist, an oral traditionalist / poet then a linguist…”
FAINE, Jules. Est né à l'Anse-à-Veau le 11 février 1880. Inscrit au Petit Séminaire, Collège Saint-Martial, à Port-au-Prince, il y a poursuivi ses études jusqu'à la troisième latine. En 1893, il part pour l'Allemagne et y sejourne six ans au cours desquels il obtient son diplôme de bachelier ès lettres et ès sciences, puis il fait à Hambourg deux années d'études en commerce. Rentré en Haïti en 1899, il met en pratique ses connaissances. En 1907, il part pour Colon où il dirige pendant cinq ans l'une des plus importantes firmes de l'endroit ce qui lui permet de se familiariser avec la langue des Indiens de la region panaméenne. Entretemps, il est nommé consul d'Haïti. De retour en Haïti, il est promu au rôle d'interprête au palais par le président Dartiguenave, en raison de sa connaissance de l'allemand, de l'anglais, de l'espagnol et de l'italien. - En 1917 il retourne au commerce comme agent d'importantes manufactures allemandes et américaines et comme représentant, en Haïti, de la Colombian line. – En 1926 il est nommé directeur de la Commission du café en Europe et, de par des nouvelles fonctions, réside à Paris pendant deux ans. – En 1942 il est élévé à la charge de sénateur, puis, de 1943 à 1947, il devient membre du Conseil d'Administration de la Banque Nationale de la République d'Haïti. – Jules Faine s'est vu décerner le titre de Commandeur de l'Ordre haïtien Honneur et Merite en 1938, et en 1953 celui d'Officier d'Académie pour services rendus à la Culture Française. – Ses connaissances linguistiques l'autorisent à publier en 1936 Philologie créole qui fut couronnée par l'Académie Française l'année suivante; enfin, en 1939, il publia Le créole dans l'univers. Il mourra le 1e août 1958.
JEAN-BAPTISTE, Pauris. Fèt 16 mas 1936 sou bitasyon Kawoche nan komin Tènèv. Apre li fin klas segondè, li antre lekòl biblik Bòlòs Pòtoprens an 1963 pou etidye teyoloji. Li pati al kontinye an Frans an 1965. Li retounen Ayiti an 1971. Li antre nan fè lekòl. L ap anseye kreyòl, Labib an grèk ak Nouvo Testaman.
JEAN-JACQUES, Tony. (1960 - 2001). Est né en 1960 à Port-au-Prince, Haïti. A fait ses études primaires et sécondaires chez les frères du Juvenat, Collège du Sacré-Cœur, Carrefour, Haïti. Détenteur d'un baccalauréat en philosophie, en français et espagnol à l'Université de Massachusetts-Boston (U.S.A) en 1990. A fait aussi des études universitaires de langues vivantes (français et espagnol) à l'Université Laval (Québec) et au «Collegio De España» (Salamanca, Espagne). Détenteur d'une maîtrise en Éducation à l'Université de Massachusetts-Boston (1992), Jean-Jacques a voyagé à travers l'Europe et l'Amérique où il a fait de lourdes experiences qui se trouvent dans son langage. Auteur de Pour mieux t'aimeur: Pou m ka pi renmen ou (poèmes en français et haïtien, 1992), Moi le juif errant (poèmes et essais, 1993). Éducateur, essayiste, judoka et poète, il a publié de nombreux articles dans la revue PRISMA de l'Université de Massachusetts-Boston. –
“As a child, Mr. Jean-Jacques attended Juvenat College of the Sacred Heart, a Catholic school for boy. He was fortunate to have a father who held a high position in society. Always a good student, Jean-Jacques attended a pretigious boarding school, where he lived with brothers of the Sacred Heart. In that school, he lived a highly structured and followed a strict schedule. – The boarding school lifestyle forced him to mature. After that it was off to Notre Dame College Preparatory School. There he learned values of respect that directed his life. “Good education is the key of life”, says Mr. Jean-Jacques. – Around 1980, Jean-Jacques arrived in the United States. After abandoning thoughts of becoming a physician. There he carried three majors: philosophy, French, and Spanish. While there, he was also taught to approach education with Philosophy, that is, to positively reinforce teaching with mutual respect and promotion of self-discipline. He chose to go to the University of Massachusetts because he did not know other schools in the United States, so he decided to try out. ‘Everyone can be educated, no matter what level they are on', he says. ‘A good educator really has to create dialogue… respect to make the whole process enjoyable'. He believes in reinforcing, teaching, and conveying discipline, and engagement. - Having received a Master's degree in Education, Jean-Jacuqes knows five languages: Spanish, English, French, Haitian Creole and German. In Haiti, he taught for two years and he also taught at a variety of places in the United states including the Boston Public Schools and a center for Haitians, “The Haitian Multi-service Center”, in Dorchester. There he bridged the gap in culture and education for Haitians new to this country. Believing in the benefit of extra-curricular activities, he wants to ‘implement a curriculum where all schools, private and public, have the same curriculum.'. Jean-Jacques says that experience at this school has been challenging and enjoyable so far. “I came to this school because I was raised in a Catholic environment', he said. He likes the discipline and respect displayed here, as well as students' willingness to learn. – Sophmore Chris Carnes commented about Mr. Jean-Jacques: ‘Even though I don't have him in classs, I go to his study hall because he is an extremely interesting guy.' Aside from education, Jean-Jacques has some interesting hobbies, including judo. Jean-Jacques said that it helps with self-discipline, self-esteem, and self-knowledge. Also, he enjoys to travel and has been to Portugal, Czechoslovakia, Mexico, Germany, Spain, France, and Canada. He has observed the learning environments and levels in each country…Through his travels he experienced all kinds of culture. Also, his interests include basketball and watching football. Skilled at using Macintosh computers, he is involved in developing books for bilingual students in public schools. – Jean-Jacques also writes poetry. He feels poetry is expression of everything: yourself, emotions, life, existence. ‘Your own existence is a poem by itself', he said. He has written Haitian fairy tales as well… His influence include Maya Angelou whose poetry he describes as ‘touching, revealing'. Lamartine was a French classic poet who influenced him, and the Haitian writers influenced Jean-Jacques were Ethzer Vilaire and Oswald Durant. ‘the use of everyday language is a beautiful poem', he explained. According to Jean-Jacques, getting the message across is the most important part of poetry. He likes to be open, clear, and simple. One of his book, Moi, le juif errant (Me, the wandering Jew), is a testimony of culture. This book is about who he is. It is stated that even Socrates said it is good to know oneself - it makes you ready to teach others… Being the only black teacher in the school does not bother Jean-Jacques. He explained, ‘It's challenging to be unique in any place'. He said it does not bother him to be unique…' ( The Crystal 99, Wed., Dec. 15, 1993 - Malden Catholic High School newspaper).
PROU, Marc. Born in Cayes, Haiti (Dec. 25, 1955) and migrated to U.S in 1973. Professor of Caribean Studies in Department, prir to joining the Africana Studies Department, he was on the faculty of the Graduate Applied Linguistics Department wher he has been teaching since 982. He has extensive teaching and experience in multiculturalism and urban schooling, and historical, and historical and cultural studies. His areas of specialization include Caribbean literature and civilizations, cultural and social history, Creole linguistics, Curriculum and Pedagogy. He has considerable travel experience in Caribbean countries where he helped develop university exchange program. -- Prou hod a doctorte in Cultural Diversity and Curriculum Reform from the University of Massachusetts-Amherst. His research on th Caribbean immigrants addresses educational reform, national development, language, ethnicity, race and cultural history. Prou is the Director of the Center for African Caribbean and Community Development (CACCD) at the Unversity of Massachusetts-Boston; he also overseas the Haitian Creole Language Institute, and the Caribbean study Abroad programs. He further serves as the Executive Director of the Haitian Studies (HSA), the main academic organization of Haitian-American University professors. For the past twenty years, Prou has been lecturing and consulting at both, national and international levels, conducting evaluation for the educational program, and providing technical assistance to community based organizations.
POMPILUS, Pradel. (1914 – 2000). Special note on the biography of the late Professor Pradel Pompilus, first published in The Carrier Pidgin,Vol. 13, No. 3, Dec. 1985 with the title “Focus on Creolists No. 13: Pradel Pompilus” by Professor Albert Valdman ( Indiana University ) and republished in An annotated bibliography On Haitian Creole: A review of publications from colonial times to 2000 with the permission of Professor Albert Valdman (Friday, 11 Jan 2002 15:37:16 EST ).
[During the week of October 7, 1985, a "semaine linguistique" was held in Port-au-Prince to honor Pradel Pompilus, who was completing more than fifty years of service in the education of young Haitians and in the study of his native land's two national languages. Dr. Pompilus ranks with Robert A. Hall, Jr. as one of the deans of creolists. Although the political climate of Haiti did not permit him to attend the first international conference on creole studies held at Mona, Jamaica, in 1959, he was one of the contributors to the published proceedings ( Pidginization and Creolization of Languages, ed. Dell Hymes, CUP 1971), and he joins John Jacob Thomas, Jules Faine, and Suzanne Comhaire-Sylvain as one of the distinguished pioneering native creole linguists.
Pradel Pompilus was born in 1914 in the small town of Arcahaie, located on the bay of Port-au-Prince, halfway between the capital and Saint-Marc, the gateway to the Artibonite Valley. Arcahaie holds an important place in the history of Haiti. It is there that the French tricolor gave place to the blue and red banner (symbolizing the black slaves and mulatto freedmen, respectively) that was to become the flag of the newly independent state. And it was there that Pétion, the leader of the mulatto party with strong cultural affinities with France, paid obeisance to Dessalines, the former slave. In a certain sense, Pradel Pompilus' intellectual itinerary followed Pétion's: a francophile with consummate skills in the French language, he broke with the majority of the cultivated elite to become a staunch champion of his country's creole vernacular.
The son of a local judge, Pompilus began his schooling in Arcahaie's primary school for boys. The intellectual promise he showed led his parents to send him to complete his education in the capital city, where he eventually obtained the baccalauréat at the prestigious Petit Séminaire Collège Saint-Martial. Like many of his cultivated compatriots, Pradel Pompilus studied law, earning a license (B.A.) in 1936. But at the same time, he was asked to teach Latin and French at Saint-Martial; he later taught lettres modernes, that is, French language and literature, at the two main public secondary schools of Port-au-Prince, the Lycée Pétion and the Lycée Louverture.
Between 1945-47, Pompilus studied at the Faculty of Letters and Social Sciences of the Sorbonne ( University of Paris ), obtaining the license ès lettres classiques, which certified him to teach Latin and Greek. Upon his return to his homeland, he resumed teaching upper levels in secondary schools while, at the same time, he joined several colleagues in establishing a private school, the Centre d'Études Secondaires. There followed a brief stint as Under-Secretary of Education in the Magliore cabinet (1950-51) and an eight-year tenure as Director of the École Normale Supérieure where Haiti's secondary school teachers are trained. In the 1960's, he was named professor at the State University of Haiti with teaching responsibilities in Linguistics, Latin, and Haitian Literature.
Pradel Pompilus' first publications were a direct outgrowth of his pedagogical concerns. As a teacher of French literature in Haiti, he soon came to perceive the incongruity of limiting his young charges' literary horizons to the masterpieces of the common francophone heritage: Corneille, Racine, Molière, Voltaire, Victor Hugo. In his classes, he introduced Haitian authors so that the artful use of Haiti 's dominant language could be placed within the context of local culture and against the backdrop of national history.
In 1956, he brought out a sample of texts in a small comprendium, Pages de littérature haitïenne. This collection was later amplified and developed into the standard anthology for Haitian literature, containing a small set of Creole texts. The three-volume Histoire de la littérature Haïtienne illustrée par les textes was compiled in collaboration with Raphaël Berrou (Port-au-Prince: Éds. Caribé-ennes, 1975-79).
Pompilus' early childhood at Arcahaie was spent in a nearly totally creolophone environment. Even today it is the rare Haitian child who, outside of what Haitians term "the Republic of Port-au-Prince ", has the opportunity to participate in genuine social communication expressed through the medium of French. So, as a learner and as a teacher of what he was to later label " le français normal," the dean of Caribbean native linguists was keenly aware of the verbal traps into which the Creole-dominant user of French was likely to stumble. Thus, when he decided to resume university studies, he decided to direct his attention to the local variety of French. In 1957, he returned to the Sorbonne to prepare a doctorate.
In Paris he studied with some of the eminent specialists of French linguistics of the time, Charles Bruneau, R.-L. Wagner, and Georges Gougenheim, all of whom innovated in the description and analysis of French and all of whom were prepared to include a broad range of varieties within the preview of the language of Racine and Voltaire. However, it was the founder of French structuralism, André Martinet, who was to have the most profound effect on the young Haitian pedagogue. Martinet had not only pioneered the empirical study of French (his first major book, La prononciation du français contemporain, 1943 analyzed the results of a written questionnaire administered to captive officers in a German prison camp) but he had deep sympathies for devalorized speech forms such as Haitian Creole (HC). He singled out Pompilus for special attention, and when the latter made an appointment to discuss his dissertation, he received him, not in his Sorbonne office, or in a Latin Quarter café, as Sorbonne professors are want to do, but in his suburban home. As Pompilus left Paris, Martinet extracted from him the promise that he would strive to introduce modern linguistics to Haiti, a promise that was well kept.
The results of Pompilus' sojourn in the French capital were signal contributions to French and Creole studies: La langue française en Haïti (Paris: Institut des Hautes Études de l'Amérique Latin, 1961), and an unpublished complementary thesis, Lexique du créole d'Haïti. In its accuracy and wealth of well-documented descriptive detail, and in the perspicacity of its observations on the linguistic situation of Haiti, La langue française en Haïti stands as one of the best extensive descriptions of a regional form of the language. Pompilus innovated by conducting the first empirical linguistic study in Haiti : he administered Martinet's written phonological questionnaire to 160 subjects and noted the actual pronunciation of a short sentence sample produced by 200 late adolescent speakers. In the foreword of the book he was the first observer of HC to describe the linguistic setting of the incipient stage of the language in more sophisticated terms then the binary interactions between white master and African slave posited by his predecessors. He perspicaciously perceived the dual function served by the emerging speech: ‘Le créole fut pendant la période coloniale la langue commune qui a rendu possible les rapports entre les noirs originaires de différentes tribus africaines d'une part et les noirs et les blancs de l'autre.'
His 4,000-word glossary of HC represents the first extensive lexicographic study of the language and antedates subsequent works by nine years. Pradel Pompilus' major contribution to creole linguistics is a series of two pedagogically-oriented books: Contribution à l'étude comparée du français et du créole: Part I, phonologie et lexique; Part II, morphosyntaxe ( Port-au-Prince : Éds. Caribbéennes, 1973, 1976) and Manuel d'initiation à l'étude du créole (Port-au-Prince: Impressions magiques, 1983). The first work's ultimate objective was the improvement of the teaching of French and stemmed from the author's realization that French is an alien language for all but a tiny majority of his compatriots:
‘Le français est pour les Haïtiens une langue étrangère... Le français n'est pas notre langue maternelle; la langue de notre vie pratique, pour la plupart d'entre nous du moins, c'est le créole, idiome à la fois très proche et très reculé du français.'
Since French is a foreign language, Pompilus argued, it must be taught by the appropriate methodologies, in the case at hand, by the application of contrastive analysis which identifies points of interference and difficulty. Indirectly, the enterprise produced a wealth of observations on the structure of the vernacular, particularly at the level of syntax. The Manual d'Initiation...., Pompilus' first full-fledged descriptive study of HC, was prompted by the educational reform program. In 1979, the Ministry of Education launched a massive restructuring of primary education involving, among other changes, the imparting of the literary skills in HC and the use of the vernacular as the medium of instruction for the first four years of schooling. It became urgent to provide teachers formal training in the use of HC and to equip them with a readily accessible description of the language. Pradel Pompilus quickly stepped into the breach.
Pradel Pompilus ranks as the most versatile and productive of Haitian native linguists. A profoundly modest man, he has constantly shied away from the limelight. Instead, working under difficult economic and political circumstances, he has devoted himself to pedagogy, a high level of pedagogy to be sure. Rather than theorize about the origin and genesis of HC he has preferred to lead the bilingual minority of his country--including the educational establishment and classroom primary and secondary teachers--to understand the structure and social functions of the vernacular. For him, HC is more than a medium of communication; it is the means by which the bilingual elite may join in the project for national development. As he puts it himself eloquently in Le problème linguistique haïtien ( Port-au-Prince : Éds. Fardin, 1985), in which he traces his progression from a defender and illustrator of French to a champion and analyst of HC:
[le créole] représente à mes yeux plus qu'un simple procédé pédagogique, mais un moyen d'opérer la réconciliation avec nous-mêmes, susciter le respect de nous-mêmes, gage du respect des autres... Ce que je défends dans ce livre, c'est, au-delà un vrai bilinguisme, l'unité et la solidarité nationale sans quoi il n'y a pas de vrai développement.]
VÉDRINE, Martha Florence. Se yon Ayisyèn ki fèt nan vil Boston, Ozetazini. Yon pitit moun lakay ki kenbe flanbo kilti ayisyèn lan wo e yon modèl pou jenn ti Ayisyen. Loreya plizyè fwa nan plizyè konkou, enkli bousdetid yon ane konplè an Frans (kote l te loreya ankò sou tout elèv pwomosyon l yo. Li reprezante eta Massachusetts deja nan plizyè konkou, enkli konkou nasyonal pou mizik nan vil Chicago. Pami gwo resital pyano li bay nan eta Massachusetts ak plizyè lòt kote, li patisipe ak òkès Boston Symphony Orchestra (4 jiyè 1998) nan prezantasyon anyèl yo pou fete Endepandans Etazini. M. F. Védrine te pran yon lòt gwo pri loreya («Collegiate Award Of The Year», jen 1998) lè l diplome nan Gordon College ( Massachusetts ).
VILSAINT, Féquière. (Fekyè Vilsen). Biyolojis, editè, ekriven, edikatè, Vilsen fèt Pòtoprens nan dat 24 jiyè 1952. Apre lekòl segondè Ayiti, li etidye biyoloji ak biyochimi nan peyi Kanada. Li travay nan domèn rechèch nan inivèsitè McGill, Kanada ak inivèsite USF, Tampa, Etazini. Espesyalis nan biyochimi ak biyoloji, li travay pandan 17 ane nan rechèch, 10 ane nan biyochimi ak biyoloji molekilè, 5 ane nan devlopman metòd pou fè pwopagasyon (atifisyèl) bèt ak plant ki viv nan dlo epi dezan nan enèji altènatif renouvlab. Li fonde yon mezondedisyon (Educa Vision) ki espesyalize nan plizyè liv lekòl nan lang kreyòl. Vilsen pibliye plis pase 100 dokiman (liv, pwogram konpwoutè, tep) an kreyòl, anglè, fransè, espayòl.