AUDIO : ODYO

Presented at : Prezante nan
Faculty of Applied Linguistics, State University of Haiti
Fakilte Lengwistik Aplike, Inivèsite Leta Ayiti
Faculté de Linguistique Appliquée, Université d’État d’Haïti,
LangSE (Laboratwa Lang, Sosyete e Edikasyon :
Language Lab, Society and Education), Oct. 12, 2021

CONFERENCE & PRESENTATION • KONFERANS & PREZANTASYON 

AKA (Akademi Kreyòl Ayisyen : The Haitian Creole Academy) -- E. W. Védrine’s intervention at the Akademi Kreyòl Ayisyen. Conference, February 4, 2. Keynote speasker, Emeritus Professor Albert Valdman (founder of the Creole Institute), Indiana University.  Prof. Joseph Marcel Georges, Moderator.  VIDEO • E. W. Védrine -- View of academy : Pwendvi sou akademi

We are giving a brief overview of the “Haitian Creole (Kreyol) and English Movement” that we launch : Konsènan «Mouvman an Kreyòl e an Anglè» nou lanse, n ap fè yon rezime l.

It is from kindergarten when writing children's books that the texts be in the native language (Kreyol) on the left hand side, and the English translation on the right hand side. Canada does it, so Haitian can do it too.	Se depi kindègadenn lè n ap ekri liv timoun pou tèks yo ta nan lang matènèl la (kreyòl) sou men goch, epi tradiksyon anglè a sou men dwat. Kanada fè l, Ayiti ka fè l tou.
Why do we launch this movement? -- Well, it’s a fact. As former teacher in bilingual programs in the state of Massachusetts (Certified Teacher G7-12 [Junior high to end of high school] - Subjects: Social Studies, Haitian Bilingual, French & Spanish), we did our experience in the Haitian Bilingual Program (Boston Public Schools, the late 80s). We also teach Haitian Creole Creole (Kreyol), French and Spanish (at different levels). We see their language problems. (Most) Haitian students do not master writing in Kreyol; they do not master writing in French, and the big problem they will face is that they have to master the English language quickly before switching to regular program in English only since the bilingual program was a transitional one.	Pou kisa nou lanse mouvman sa a? -- Ebyen se yon reyalite (yon fè) ke l ye. Kòm ansyen anseyan nan pwogram bileng eta Massachusetts (Pwofesè Sètifye G7-12 [nivo mwayen a fen segondè] - Matyè: Syans Sosyal, Bileng Ayisyen, Fransè & Espayòl ]), nou fè esperyans nan Pwogram Bileng Ayisyen nan Lekòl Piblik Boston (nan fen ane 80 yo). Nou anseye fransè ak espayòl tou (nan diferan nivo). Nou wè pwoblèm lang ke yo genyen. (Pifò) elèv ayisyen pa metrize ekri an kreyòl; yo pa metrize ekri an fransè, e gwo pwoblèm yo pral rankontre sèke fò yo metrize lang anglè a rapid avan yo ta antre nan pwogram regilye, ki an anglè sèlman paske pwogram bileng lan te youn ki tranzisyonèl.
That is, we see the source of the problem since in Haiti, and what can be done at its roots. Will we continue to wait for governments to start doing everything? The answer is “no!”. Is the problem a matter of money to solve Haiti's problems at all levels? The answer is “no!”.	Sètadi, nou wè sous pwoblèm yo, depi Ayiti, e kisa ki kapab fèt depi nan rasin li. Èske n ap kontinye tann gouvènman pou kòmanse fè tout bagay? Repons lan se «non!» Èske pwoblèm nan se yon pwoblèm lajan ke l ye pou n solisyone pwoblèm Ayiti nan tout nivo? Repons lan se «non!».
The problem is with us, Haitians (regardless of the area). We don't believe in ourselves. We don't create basic infrastructures for Haiti’s development. We don't do civic works (to engage every citizen in helping the country). There is no real bridge created between Haiti and the Haitian Diaspora for human resources’ use. It’s an important point that we mention in an article entitled “A look at Higher Education in Haiti: another step after secondary level”. Leaders can not make good decisions in the advantage of the country. Leaders do not learn to develop effective leadership. There is no sustainable development projects. The country's economy is still in trouble. The government is not providing free education for everyone (from kindergarten to the end of high school  and we know the importance of getting a high school diploma in many countries to enter the job market. There is no human and youth orientation training (in different fields). There is no security for everyone. There is no strategy to develop the communes. There is always more talk without action)... (Most) Haitians don’t develop strategies to work with success. We don't look at the reality of how things are going in the world.	Pwoblèm nan se nan nou menm, Ayisyen, li ye (kèlkeswa domèn nan). Nou pa kwè nan tèt nou. Nou pa kreye enfrastrikti de baz pou devlopman Ayiti. Nou pa fè travay sivik (pou angaje chak sitwayen nan ede peyi a). Pa reyèlman gen pon ki kreye ant Ayiti e dyaspora ayisyen pou itilizasyon resous imèn. Se yon pwen trè enpòtan nou mansyone nan yon atik ak tit «Koudèy sou Edikasyon Siperyè Ayiti : yon lòt etap apre nivo segondè». Lidè pa ka pran desizyon k ap nan avantay peyi a. Lidè pa aprann devlope lidèchip efikas. Pa gen pwojè devlopman dirab. Ekonomi peyi a toujou an chen. Gouvènan pa soti pou bay edikasyon gratis pou tout moun (depi matènèl jiska fen segondè e nou konnen enpòtans pou gen yon diplòm etid segondè nan plizyè peyi dekwa pou antre nan mache travay la. Pa gen oryantasyon pou moun e lajenès (nan diferan domèn). Pa gen sekirite pou tout moun. Pa gen estrateji pou devlope komin yo. Toujou gen plis pale anpil san aksyon)... (Majorite) Ayisyen pa devlope estrateteji pou travay ak siksè. Nou pa gade reyalite jan bagay yo ap mache nan lemond.
So, it’s something important because English is the language of international communication, the language of science, the language of international business… English appears in everything at the international level. Well, we are an hour and some minutes flying Haiti to Miami (the United States). Why can't we take advantage of the English language? That is, the problem is within us, Haitians, and we must learn to be self-critical if we want to see change.	Donk, se yon bagay enpòtan paske anglè se lang kominikasyon entènasyonal, lang syans, lang biznis entènasyonal… Anglè parèt nan tout bagay entènasyonal. Bon, nou gen sèlman inè d tan e kèk minit vòl de Ayiti a Miyami (Etaznini). Pou kisa n pa ka pran avantay de lang anglè a? Sètadi ke pwoblèm nan se nan nou menm Ayisyen, e nou dwe aprann fè otokritik si nou vle wè chanjman.
Is it money that we need to do everything? The answer is “no!”. We even have third generation of Haitians in the United States. That is, these youngsters have a desire to learn the Kreyol language for example because they know their origins; they are Haitian descents. -- Haitians have been coming to the United States since 1803. They stay there, and they don’t go back to Haiti. What does that mean?	Èske se lajan nou bezwen pou fè tout bagay? Repons lan se «non!». Nou gen menm twazyèm jenerasyon ayisyen ki Etazini. Sètadi ke jèn sa yo gen yon anvi pou aprann kreyòl pa egzanp paske yo konnen orijin yo; se orijin ayisyen. -- Ayisyen kòmanse vin Etazini depi 1803. Yo rete la, e yo pa retounen Ayiti. Kisa sa vle di?
Namely, the former slaves who escaped with their French masters went to the (current) state of Louisiana. France sold that block of territory to the United States (The Louisiana purchase) which was considered one-third (of the United States at that time. -- France would sell that part to the United States to get money to fight with England. That is, Haitians have been there since 1803, where they settled. They also settled in Cuba, after leaving Haiti (the time of the Haitian Revolution with their French masters).	Sètadi, ansyen esklav ki te sove avèk mèt fransè yo, ebyen yo te ale nan (aktyèl) eta Louisiana. Lafrans vann Etazini blòk teritwa sa a (Acha Lwizyàn / Lalwizyàn) ki te konsidere yon tyè (sipèfisi) Etazini nan epòk la. -- Lafrans ta vann Etazini pati sa a pou jwenn lajan pou batay avèk Angletè. Sètadi, Ayisyen te la depi 1803, kote yo etabli yo. Yo te etabli yo Kiba tou apre yo kite Ayiti (epòk  Revolisyon Ayisyen  an ak mèt Fransè yo).
So, it’s something normal to learn English, or to have it side by side with Kreyol. It is a fact; not only the child is supposed to learn in his / her native language (Kreyol) but at the same time also when the book is bilingual, especially the child's book, the child does not have much effort to do now to learn English (as foreign language, and as the world's second language).	Donk, se yon bagay nòmal pou n aprann anglè, oubyen pou n mete l kòtakòt avèk kreyòl. Se yon reyalite (yon fè) ke l ye; non sèlman timoun nan sipoze aprann nan lang matènèl li (kreyòl), men an menm tan tou lè liv la bileng, sitou liv timoun, li pa gen gwo efò li pral fè kounyeya pou aprann anglè (kòm lang etranje, e dezyèm lang o nivo mondyal).
In the E. W. Védrine Project, where we have been researching and publishing for 30 years on Haitian Creole, as of now we have the largest bibliography on Haitian Creole, Haiti and on the Haitian Diaspora.	Nan E. W. Védrine Creole Project, kote n ap fè rechèch e pibliye depi 30 ane n ap pibliye sou kreyòl ayisyen, aktyèlman nou gen pi gwo bibliyografi sou kreyòl, sou Ayiti e sou Dyaspora Ayisyen.
We don’t ask the Haitian community for a penny. We don’t have a penny from grant either but it is a matter of dedication, a matter of believing in what we are doing and putting it at the service of Haiti, the Haitian Diaspora, Haiti’s schools that have many problems, students and teachers who are doing research... We wanted to come up with a model that can inspire many people in different fields so that they don’t see money (as a problem) in the first place if they want to achieve great things to help Haiti… We have also created a particular spot, trying to respond to Haitian students needs, Network of Haitian Students: Haiti–Diaspora… You will find what you need in these 30 years of research and publications.	Nou pa mande kominote ayisyen yon peni. Nou pa gen yon peni grant nonplis men se yon kesyon devouman, yon kesyon nou kwè nan sa n ap fè epi nou mete l o sèvis Ayiti, dyaspora ayisyen, lekòl Ayiti ki chaje ak pwoblèm, elèv ak pwofesè lekòl k ap fè rechèch... Nou te vle vini ak yon modèl ki ka enspire plizyè moun nan diferan domèn dekwa pou yo pa wè lajan (kòm pwoblèm) an premye lye si yo vle reyalize bagay grandyoz pou ede Ayiti... Nou menm kreye yon ralonj wèb pou eseye reponn a bezwen etidyan ayisyen, Rezo Etidyan Ayisyen: Ayiti–Dyaspora… W ap jwenn sa ou bezwen nan 30 ane rechèch ak piblikasyon sa a.
We encourage everyone who is writing children’ books or regardless of the book and whether it’s in Kreyol or French to come up with the English version.	Nou ankouraje tout moun k ap ekri liv pou timoun, oubyen kèlkeswa liv la (ke l an kreyòl oubyen l an fransè) ta vini ak yon vèsyon anglè a.
We are not fighting against any language. On the contrary, we are promoting 4 (four) languages from an early age because they are connected to Haiti and to the Haitian Diaspora. These four languages are: Kreyol (the mother tongue or native language of all Haitians born in Haiti), French (the second official language in the 1987 Constitution), English (an international language, which is not mastered or not yet mastered by Haitian in Haiti at all levels) and Spanish that is already in the American continent (as the second dominant language on the continent after English in term of its use, and people who speak it). When Haiti (Hispaniola, former name) was the first Spanish colony in the new world, Spanish was the first foreign language spoken on the island.	Nou p ap batay kont oken lang. Okontrè, nou ankouraje 4 (kat) lang depi bonè paske yo konekte ak dyaspora ayisyen an. Kat lang sa yo se: Kreyòl (lang matènèl tout Ayisyen ki fèt Ayiti), fransè (dezyèm lang ofisyèl nan Konstitisyon 1987 la), anglè (yon lang entènasyonal, ke Ayisyen Ayiti poko metrize nan tout nivo) epi espayòl ki deja nan kontinan ameriken an (kòm dezyèm lang dominan apre anglè, an tèm itilizasyon l e moun ki pale l). Epòk lè Ayiti (Hispaniola, ansyen non l) te premye koloni Espay nan nouvo mond lan, espayòl te premye lang etranje ki te pale nan il la.
Well, we are not going to applaud colonial history, but it’s rather a linguistic issue (how can we take advantage of these four languages early on to develop teaching / pedagogical materials (that can be in : Kreyol - Spanish • Kreyol - French • Kreyol - English). Thus, we can solve a number of problems.	Bon, nou pa pral bat bravo pou istwa kolonyal men se pito yon kesyon lengwistik (kòman nou kapab pran avantaj de kat lang sa yo depi byen bonè pou n devlope materyèl didaktik / pedagojik (ki kapab an : kreyòl - espayòl • kreyòl - fransè • kreyòl - anglè). Konsa, nou kapab solisyone yon dal pwoblèm.
We don't need money to do the work because we can actually write a manuscript and put it in pdf format online. People who are reading it can send us comments. Later, when we have money, we can take the same document and then publish it in book format. There is nothing to lose. On the contrary, when we post a free document online, the whole world will have access to it and they can send us comments or criticism.	Nou pa bezwen lajan pou fè travay la paske aktyèlman nou kapab ekri yon maniskri, epi mete l nan fòma pdf sou entènèt la. Moun k ap li l kapab voye kòmantè ban nou. Pi devan lè n gen lajan, nou kapab pran menm dokiman sa a epi n pibliye l sou fòm liv. Pa gen anyen n ap pèdi. Okontrè, lè w mete yon dokiman gratis sou entènèt la, lemond antye vin gen aksè avè l pou voye kòmantè oubyen  kritik ba ou.
So, we encourage people in the Kreyol movement, who are producing in Kreyol to stop doing things with hypocrisy (as if they were publishing a booklet in Kreyol, and they think they will be rich with it). No! Just put it free online because there isn't really a market for someone is producing only in Kreyol. To sell the works that you are producing in Kreyol, the reality is that it must be bilingual. It should be in Kreyol and English because we see how far the Kreyol language has gone in Florida (USA) for instance.	Donk, nou ankouraje moun ki nan mouvman kreyòl la, k ap pwodui an kreyòl pou sispann fè bagay yo ak ipokrizi (kòmsi ou pibliye yon ti liv kreyòl, epi w panse ou pral rich avè l). Non! Jis mete l gratis an liy paske pa reyèlman gen yon mache pou yon moun k ap pwodui sèlman an kreyòl. Pou vann zèv w ap pwodui an kreyòl, reyalite a sèke fò l bileng. Fò l an kreyòl e an anglè paske nou wè distans lang kreyòl la rive nan eta Florid (Etazini) pa egzanp.
There are three major languages in Florida. What does that mean? Well, everything in Florida is in English, Spanish, and Haitian Creole (Kreyol). That is, we are very late in Haiti (in term of applying the native language), because we do not look at the reality of what is happening in the world. We don’t look at the extension of the Kreyol language in the United States, several generations of Haitians who are there and who are very important in terms of demographics. We will find many things translated to Kreyol (on train, on billboards, etc…) in big cities like New York, Boston.. for example.	Gen twa kokenn lang nan eta Florid. Kisa sa vle di? Ebyen, tout bagay leta an Florid parèt an anglè, espayòl e an kreyòl. Sètadi nou gen anpil reta Ayiti (an tèm aplikasyon lang kreyòl la), paske nou pa gade reyalite sa k ap fèt nan lemond. Nou pa gade estansyon lang kreyòl la pran nan Etazini, plizyè jenerasyon ayisyen ki la, e ki trè enpòtan an tèm demografi. N ap jwenn anpil bagay ki tradui an kreyòl (nan tren, pankat, elt…) nan gran vil tankou Nouyòk, Boston… pa egzanp.
Kreyol has an extraordinary extension, and is the only Creole language on google translate. In other words, the google translate search engine has Haitian Creole among other languages that it can translate automatically. However, we will not say, it is a perfect translation. For example, if we have a manuscript in Kreyol and need to translate it into English, the google translate will help us doing this job faster. Now, we need to revise the English version (to correct or edit the syntax or framework of the sentence). We have all these advantages to move normally in both Kreyol and English today. This can help us a lot in the production of bilingual teaching materials to help Haitian schools and Haitian education centers in diaspora.	Kreyòl ayisyen pran yon estansyon estraòdinè, epi se sèl lang kreyòl ki sou google translate. Sètadi, motè de rechèch google translate gen kreyòl ayisyen pami lòt lang ke l ka tradui otomatikman. Sepandan, nou pa pral di, se yon tradiksyon youwann (pafè). Pa egzanp, si nou gen yon maniskri an kreyòl epi n bezwen tradui l an anglè, motè de rechèch google translate pral ede n fè travay sa a pi rapid. Kounyeya, fò n al revize vèsyon anglè a (pou fè koreksyon ou edisyon sentaks oubyen chapant fraz la ladan). Nou gen tout avantay sa yo pou n bouje nòmalman an kreyòl e an anglè alafwa jodiya. Sa ka ede n anpil nan pwodiksyon materyèl didaktik / pedagojik bileng pou ede lekòl Ayiti, e sant etikatif ayisyen nan dyaspora.
We are encouraging you to produce something in your field by using the native language (Kreyol). If you have already written children' books in Kreyol, there are volunteers who can help you translate them into English. We are encouraging the book to appear in Kreyol and English. It will now be easier to document it online and in library databases.	N ap ankouraje w pwodui yon bagay kèlkonk nan domèn ou kote w itilize lang matènèl la (kreyòl). Si w ekri liv timoun deja an kreyòl, gen volontè ki kapab ede w tradui yo an anglè. N ap ankouraje liv la parèt an kreyòl e an anglè. L ap fasil kounyeya pou dokimante l an liy, e nan bank done bibliyotèk.
Make the books bilingual at some levels in Haiti, and it's a great idea to start at the fondamental level. At this level, children would also have bilingual textbooks (Kreyol - English), textbooks for agriculture, and other areas that could be produced for training and orientation sessions. They all can be bilingual (Kreyol - English).	Fè liv yo bileng nan kèk nivo Ayiti, e se yon bèl ide pou sa ta kòmanse nan nivo fondamantal. Nan nivo sa a, timoun yo ta tou gen liv bileng (kreyòl – anglè), mànyèl pou agrikilti, e lòt domèn ki kapab pwodui pou fè seyans fòmasyon e oryantasyon. Yo tout kapab bileng (kreyòl – anglè).

Annexed Texts : Tèks Anekse

DEGRAFF, Michel. 2022. Verite se tankou lwil nan dlo» : #VokabiLasyon nan Inisyativ MIT-Ayiti, sa se leksikografi • Truth is like water – So here comes the truth about MIT-Haiti : Notes on vocabulary creation v. ‘scientific lexicography.  [Michel Degraff if Professor of Linguistics at M.I.T, founder /Director of MIT-Haiti, Academician at the Akademi Kreyòl (Haitian Creole Academy)].

DEGRAFF, Michel (director). MIT- Haiti Initiative: • About (Sa l ye) • Events (Aktivite) • Funding • News (Nouvèl) • Organizations (Òganizasyon) • Questions about the Platform (Kesyon sou Platfom lan) • Resources (Resous) • STEM  (Science : Syans, Technology : Teknoloji, Engineering : Jeni, Mathematics: Matematik) • Team (Ekip).

LORQUET, Joël. (Journalist). “Boukan dife literati ak Joël Lorquet”. INDEX : ENDEKS. NOTE: Atlantic Creole, Haitian Creole, Haitian Creole lexical data, Haitian culture, Haitian history, Haitian language, Haitian linguistics, Haitian literature, Interviews in Creole, Reading in Haitian Creole, Teaching materials in Haitian Creole | Créole Atlantique, Créole haïtien, Donnée lexicale, Culture haïtienne, Histoire d’Haïti, Langue haïtienne, Linguistique créole, Littérature haïtienne, Interviews en créole, Lecture en créole haïtien, Matériel didactique en créole haïtien.

MÉRANT, Wesner and Bonel Oxiné. 2006. «Kreyòl se lang ki simante tout Ayisyen ansanm» (Le peuple haïtien es uni par une et une même langue : The Haitian people are united by one common language». Octobre, # 433. Port-au-Prince : Haiti.

OXINÉ, Bonel and Wesner Mérant. 2008. «Lang kreyòl pou klere lespri» (La langue créole pouur faire jaillir lumière : The Creole language to bring light). Le Matin, octobre. Port-au-Prince : Haiti (1).

---. «Lang kreyòl pou klere lespri» (La langue créole pouur faire jaillir lumière : The Creole language to bring light). Le Matin, octobre. Port-au-Prince : Haiti (2).

OXINÉ, Bonel. 2008. «Pwovèb nou ak nou» (Face à nos proverves / Nos proverbes et nous-mêmes /Nos relations avec nos proverbes : Facing our proverbs /Our proverbs and ourselves /Our relationship with our proverbs). Bon Nouvèl, # 452, jiyè-out. Port-au-Prince : Haiti.

OXINÉ, Bonel. 2007. «Ak lang nou devan nou, kilti n devan nou, nou ka vanse» (Avec notre langue en avant, notre culture également, Haïti peut se développer : With our language forward, our culture too, Haiti can be developped). Bon Nouvèl, # 445. Port-au-Prince : Haiti.

OXINÉ, Bonel. 2006. «Kreyòl la klè, pale l» (Le créole est une langue acquise, parle-là! : Creole is an acquired language, speak it!). Bon Nouvèl, novanm. Port-au-Prince : Haiti.

OXINÉ, Bonel. 2006. «Peyi debwaze» (Pays déboisé : Deforested country). Bon Nouvèl, #430, jen. Port-au-Prince : Haiti.

PIERRE-LOUIS, Bartholy and Bonel Oxiné. 2007. «Belo ak kreyòl la lave vizaj Ayiti» (Belo et le créole ont redoré le blason du pays /Haïti : Belo and Creole wash the face of Haiti). Jounal Bon Nouvèl, janvye. Port-au-Prince : Haïti.

SAINTENA, Ezéchiel and Emmanuel W. Védrine. “Jwèt timoun Ayiti : Children’ Games in Haiti”. Unpublished manuscript. [We encourage people who are teaching courses related to: Children’ books, Haitian Folktales, Haitian Bilingual Programs (Kreyol – English), Learning Haitian Creole, Literacy programs, Stories in Haitian Creole… to consider using this book or recommend it to people in the field. --- GAMES : JWET -- poupe : dole game • pench (oslè, woslè) game • bekàn (bisiklèt) : bycicle • boul : playing ball • bouton ak jwèt mab : button and marble (game) • estòp : stop • fanal : lantern • kat : cards • kouri sèk : running circle • lago kache : hide-and-sick • lwenn : …..• machin : cars • monte kap : flying kite • solèy ak lalin : the sun and the moon • sote kòd : jumping rope • valè : playing valet • yoyo : yoyo game • zanminan minan].

VALDMAN, Albert. 2017. (Project director and editor - Indiana University Valdman). English Haitian Creole Bilingual Dictionary.  iUniverse, Bloomington, Indiana. 2017. ISBN 9781532016011. 1148 Pages. (Volume II of the “DICO Project” that started out in Fall 1999). Indiana University. Native speakers editing team: Emmanuel W. Védrine, Frenand Léger, Jacques Pierre, and Nicolas André.

VALDMAN, Albert. 2007. (Project director and editor - Indiana University). Haitian Creole-English Bilingual Dictionary. Native speakers editing team: Emmanuel W. Védrine, Frenand Léger, Jacques Pierre, and Nicolas André. 781 + xxxiv pages. (Volume I, The “DICO Project”).

VEDRINE, Emmanuel W. 2022.  Essays’ models to help Haitian Students (high school and university level) with writing.

VEDRINE, Emmanuel W. (compiled by). 2022. Haitian Creole Database : Writings by Geraud Charles.

VEDRINE, Emmanuel W. 2022. 30 (Thirty) Years of Research and Publications on Haiti, the Haitian Diaspora and on Haitian Creole : 30 (Trant) Ane Rechèch ak Piblikasyon sou Ayiti, Dyaspora Ayisyen, e sou Kreyòl Ayisyen.

VEDRINE, Emmanuel W. 2022. ”Sezon Sechrès Ayiti: Questions prepared by author on the 10 (ten) chapters | Kesyon otè a prepare sou dis chapit yo”. © by Emmanuel W. Védrine © Dwa otè a. – Lexical data (for hyper base sofware to write Haitian Creole / Kreyol dictionaries : ©  Done Leksikal data (pou lojisyèl hyperbase [ipèbaz] pou ekri diksyonè kreyòl. – Translation in Papiamento language (spoken in the ABC (Aruba, Bonaire, Curaçao) islands : Temporada di sekura na Haiti. English translation (by the author) : Season of drought in Haiti. Spanish translation : Temporada de sequilla en Haití. First original Kreyol version, published in 1994 by Soup to Nuts Publishers, Cambridge, Massachusetts • Teaching materials for learners of Haitian Creole : beginning, intermediate, and advance level.

VEDRINE, Emmanuel W. 2021. Chatting on Bibliographies related to Haitian Creole: 30 years of Research and Publications on Haiti, the Haitian Diaspora, and Haitian Creole -- Presentation at FLA (Faculté de Linguistique Appliquée : Faculty of Applied Linguistics, Université d’Haïti /State University of Haiti /Inivèsite Leta Ayiti).

VEDRINE, Emmanuel W. 2021. 75 Seventy-five Years of Research & Publications on Haitian Creole (Kreyol).

VEDRINE, Emmanuel W. 2021 Collection of Haitian Education Materials by Albert Valdman.

VEDRINE, Emmanuel W. 2021. Online Educational Resources for Haitian Teachers, Students, Schools in Haiti and in Diaspora. Summary in : Rezime an Deutsch (alman) • Español • Français • Kreyòl • Papiamento.

VEDRINE, Emmanuel W. 2020. E. W. Védrine: E.S.L Lessons. (Anglè kòm Dezyèm Lang).

VEDRINE, Emmanuel W. 2020. Leson KLE : Kreyòl Lang Etranje (Kreyol as Foreign Language /KFL).

VEDRINE, Emmanuel W. Ki lang k ap gen batay la Ayiti : kreyòl, fransè ou anglè?.

VEDRINE, Emmanuel W. 1996. Gramè Kreyòl VEDRINE Grammar of Haitian Creole. Boston: E. W. Védrine Creole Project. 354 pages.

Research Note : Nòt pou Rechèch

• Bilingual education in Haitian Creole - French, Creole – English : Edikasyon bileng an kreyòl ayisyen – fransè – anglè • Creole linguistics: Lengwistik kreyòl • Creole literacy projects : Pwojè alfabetizasyon kreyòl • Database in Haitian Creole : Bank done an kreyòl ayisyen • Dictionary and glossary projects : Pwojè diksyonè e leksik • 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’s training : Materyèl edikatif an anglè pou fòmasyon anseyan ayisyen • Educational resources, training and orientation sessions for Haitian teachers : Resous edikatif, trening e seyans oryantasyon pou anseyan ayisyen • French based Creoles : Kreyòl a baz fransè • Haitian Creole lexicon : Leksik kreyòl ayisyen • Haiti, Linguistic planning (amenagement linguistique) : Ayiti, amenajman lengwistik • Linguistic planning : Amenajman lengwistik (Aménagement linguistique) • Materials for Long distance tutoring for learners of Haitian Creole : Materyèl pou bay leson patikilye long distans pou moun k ap aprann kreyòl ayisyen • Orientatiing Haitian teachers : Oryante anseyan ayisyen • Seminars for Haitian Teachers on Teaching Materials : Seminè sou materyèl didaktik / pedagojik pou anseyan ayisyen • Stragies to develop Teaching Material Models in Haitian Creole (Kreyòl) : Estrateji pou devlope modèl materyèl didaktik / pedagojik an kreyòl ayisyen • Teaching Materials for Haitian Bilingual Programs : Materyèl didaktik /pedagojik pou Pwogram Bileng Ayisyen • Teaching Materials in Haitian Creole (Kreyòl) for learners of the language (beginning, intermediate and advance level) : Materyèl didaktik /pedagojik an kreyòl ayisyen pou moun k ap aprann lang nan (nivo entwodiksyon, entèmedyè e avanse).

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

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