Note: French and Haitian Creole (Kreyòl) translation by Emmanuel W. Védrine — Collection de Matériel Éducatif Haïtien (Koleksyon Materyèl Edikatif Ayisyen) par Albert Valdman. Ref. Indiana University-Creole Institute’s Collection, Indiana University web links, and information on the closing of the Institute after fifty years of functioning under the leadership of its founder and director, Emeritus Professor Albert Valdman.

• • •

ABSTRACT : ABSTRAIT : ABSTRÈ— This collection consists primarily of Haitian school materials and literature relating to the Bernard Education Reform beginning in 1980.
 
Cette collection comprend principalement du matériel scolaire haïtien et de la littérature relative à la réforme de l'éducation Bernard à partir de 1980.

Koleksyon sa a gen ladan l, espesyalman, materyèl lekòl ak literati ki gen rapò ak Refòm Edikasyon Bernard la, ki te kòmanse an 1980.

• • •

Additionally, it includes Creole and French literature, secondary texts about Haitian literature and culture, and materials used for bilingual programs in the United States.

En outre, il comprend la littérature créole et française, des textes secondaires sur la littérature et la culture haïtiennes et du matériel utilisé pour les programmes bilingues aux États-Unis.

Anplis de sa, li gen ladan l literati kreyòl ak fransè, lòt tèks sou literati ak kilti ayisyen, e materyèl yo itilize pou pwogram bileng Etazini.

• • •

ACCESS: ACCÈS : AKSÈ — The collection is open for research. Interested patrons may request it from the Auxiliary Library Facility, where it is housed.
 
La collection est ouverte à la recherche. Les personnes intéressées peuvent en faire la demande auprès de la bibliothèque auxiliaire, où elle est hébergée.
 
Koleksyon an ouvri pou rechèch. Moun ki enterese kapab fè demann lan bò kote bibliyotèk oksilyè ki ebèje (kenbe) yo.

• • •

HISTORICAL NOTE : NOTE HISTORIQUE : NÒT ISTORIK — An attempt to restructure Haiti's education system began with the launch of the Bernard Reform of Education in 1979, named for the former Minister of Education, Joseph C. Bernard. The reform was established in response to the growing status of the Creole language, the need to increase the level of access to basic education, and to improve the overall efficiency of the system.
 
Une tentative de restructuration du système éducatif haïtien a commencé avec le lancement de la Réforme Bernard de l'Éducation en 1979, du nom de l'ancien ministre de l'Éducation, Joseph C. Bernard. La réforme a été mise en place en réponse au statut croissant de la langue créole, à la nécessité d'augmenter le niveau d'accès à l'éducation de base et d'améliorer l'efficacité globale du système.
 
Yon tantatif pou restriktire sistèm edikasyon Ayiti a te kòmanse avèk lansman Refòm Edikasyon (Joseph C.) Bernard la an 1979, yo te nonmen kòm Minis Edikasyon. Refòm nan te tabli an repons a estati lang kreyòl la k ap vale teren, nesesite pou ogmante nivo aksè nan ‘edikasyon de baz’, e pou amelyore efikasite sistèm nan an jeneral.

• • •

To address these issues, the newly formed Department of National Education (DEN /Depatman Edikasyon Nasyonal) introduced the use of Creole as a language of instruction in Haitian schools.
 
Pour résoudre ces problèmes, le nouveau Ministère de l'Éducation Mationale (DEN / Departement de l’Éducation Nationale) a introduit l'utilisation du créole comme langue d'enseignement dans les écoles haïtiennes.
 
Pou adrese pwoblèm sa yo, Depatman Edikasyon Nasyonal ki te fèk fòme a (DEN) prezante itilizasyon kreyòlkòm lang ansèyman nan lekòl ayisyen yo.

• • •

As Creole was not recognized as an official language of Haiti until 1987, this was a rather controversial move.
 
Le créole n'étant reconnu comme langue officielle d'Haïti qu'en 1987, il s'agissait d'une décision plutôt controversée.
 
Kòm kreyòl pa t rekonèt kòm lang ofisyèl Ayiti jiska 1987, sa te yon desizyon kontwovès.

• • •

Despite the intentions, this initial period of the reform was halted in the mid-1980s due to a lack of implementation, among other factors.
 
Malgré les intentions, cette période initiale de réforme a été interrompue au milieu des années 80 en raison d'un manque de mise en œuvre, entre autres facteurs.
 
Malgre entansyon yo, peryòd inisyal refòm sa a te kanpe nan mitan ane 80 yo akoz yon mank amelyorasyon, pami lòt faktè.

• • •

The 1960s, 1970s, and 1980s also saw efforts to improve literacy and rural development. Various organizations initiated projects and produced informational pamphlets in this area. These include government institutions such as the National Office for Community Education (ONEC) and the National Office for Literacy and Community Education (ONAAC), Catholic and Protestant organizations such as the Radio Soleil, and international organizations such as UNESCO, who organized a literacy project in 1979.
 
Les années 60, 70 et 80 ont également vu des efforts pour améliorer l'alphabétisation et le développement rural. Diverses organisations ont lancé des projets et produit des brochures d'information dans ce domaine. Il s'agit notamment d'institutions gouvernementales telles que l'Office National pour l'Education Communautaire (ONEC) et l'Office National d'Alphabétisation et d'Éducation Communautaire (ONAAC), des organisations Ccatholiques et Protestantes telles que Radio Soleil et des organisations internationales telles que l'UNESCO, qui ont organisé un projet d'alphabétisation en 1979.
 
Ane 1960, 1970 yo, ak 1980 te wè tou efò pou amelyore alfabetizasyon e devlopman riral. Plizyè òganizasyon te inisye pwojè ak pwodiksyon ti liv (panflè) enfòmasyonèl nan domèn sa a. Yo enkli enstitisyon gouvènmantal tankou Ofis Nasyonal pou Edikasyon Kominotè (ONEK), e Ofis Nasyonal pou Alfabetizasyon ak Edikasyon Kominotè (ONAEK), òganizasyon Katolik e Pwotestan tankou Radyo Solèy, e òganizasyon entènasyonal tankou UNESCO, ki te òganize yon pwojè alfabetizasyon nan ane 1979.

• • •

As Haitians immigrated to the United States, issues of bilingual education for Haitian children also needed to be addressed. Various projects formed with funding through Title VII of ESEA and bilingual programs were established in three major diaspora areas: New York, Boston, and Miami. The IU Creole Institute was also heavily involved in the instruction of Haitian Creole in the United States. In the 1980s, the institute coordinated four summer institutes in the diaspora areas to train teachers involved in the bilingual education of Haitian children.

Au fur et à mesure que les Haïtiens immigraient aux États-Unis, les problèmes de l'éducation bilingue des enfants haïtiens devaient également être abordés. Divers projets formés grâce au financement du titre VII de l'ESEA et des programmes bilingues ont été établis dans trois grandes zones de la diaspora: New York, Boston et Miami. L'Institut Créole de IU a également été fortement impliqué dans l'enseignement du créole haïtien aux États-Unis. Dans les années 80, l'institut a coordonné quatre instituts d'été dans les zones de la diaspora pour former des enseignants impliqués dans l'éducation bilingue des enfants haïtiens.

Ofiamezi Ayisyen t ap imigre Etazini, pwoblèm edikasyon bileng pou ti Ayisyen te bezwen adrese (abòde) tou. Divès ou plizyè pwojè te fòme, gras a finansman Title VII ESEA e pwogram bileng ki te tabli nan twa gwan zòn dyaspora a: Nouyòk, Boston ak Miyami. Enstiti Kreyòl Indiana University te patisipe aktivman tou nan enstriksyon kreyòl ayisyen Etazini. Nan ane 80 yo, enstiti a kowòdone kat (4) enstiti ete nan zòn dyaspora yo pou fòme anseyan ki patisipe nan domèn edikasyon bileng pou ti Ayisyen.

• • •

ARRANGEMENT — The collection is divided into five main series: I. Bernard Reform of Education, II. Rural Education in  Haiti.

ARRANGEMENT — La collection est divisée en cinq séries principales: I. La Réforme Educative de Bernard, II. Éducation Rurale en Haïti.

ARANJMAN —  Koleksyon an divize an senk seri prensipal: Refòm Edikatif Bernard la, II. Edikasyon Riral an Ayiti.

• • •

I. Bernard Reform of Education(Réforme Educative de Bernard : Refòm Edikatif Bernard la).
II. Rural Education in Haiti (Éducation Rurale en Haïti : Edikasyon Riral Ayiti).
III. Bilingual Program Materials (Matériel du Programme Bilingue : Materyèl Pwogram Bileng nan).
III. Literature, and Secondary Sources (Littérature, et Sources Secondaires: Literati, e Sous Segondè).
IV. Secondary Sources, SCOPE AND CONTENT NOTE (PORTÉE ET NOTE DE CONTENU : NÒT SOU KONTNI).

• • •

Professor Albert Valdman acquired these materials over the course of his career as a scholar of the Haitian Creole language and Director of the Indiana University Creole Institute. The items were part of the Creole Institute's library until they were donated to the IU Herman B. Wells Library in 2010.
 
Le professeur Albert Valdman a acquis ces matériaux au cours de sa carrière en tant que spécialiste de la langue (créole haïtien) et directeur de l’Institut créole de l’Université de l’Indiana. Les articles faisaient partie de la bibliothèque de l'Institut Créole jusqu'à ce qu'ils soient donnés à la bibliothèque IU Herman B. Wells en 2010.

Pwofesè Albert Valdman te achte materyèl sa yo pandan karyè li kòm espesyalis nan lang (kreyòl ayisyen), e direktè Enstiti Kreyòl Indiana University. Dokiman yo fè pati bibliyotèk Enstiti Kreyòl la jiskaske yo fè bibliyotèk Herman B. Well (nan inivèsite a) kado yo an 2010.

• • •

The collection is divided into five series: Bernard Reform of Education, Rural Education in Haiti, Bilingual Program Materials, Literature, and Secondary Sources.

La collection est divisée en cinq séries: La Réforme Bernard de l’ Éducation, l’Éducation rurale en Haïti, les Documents du Programme Bilingue, la Littérature et les Sources Secondaires.

Koleksyon an divize an senk seri: Refòm Bernard la nan Edikasyon, Edikasyon Riral an Ayiti, Materyèl pou Pwogram Bileng, Literati e Sous Segondè (oubyen lòt sous).

• • •

The first series comprises the majority of the collection, consisting primarily of schoolbooks published by the Department of National Education (Depatman Edikasyon Nasyonal /DEN) in Haiti, but also the non-governmental Òganizasyon Komite Edikasyon Karitas, Ench. These items are largely in Creole, but some French texts are also included.

La première série comprend la majorité de la collection, constituée principalement de manuels scolaires édités par le ministère de l'Éducation Nationale (Depatman Edikasyon Nasyonal / DEN) en Haïti, mais aussi l'organisation non gouvernementale Òganizasyon Komité Edikasyon Karitas, Ench. Ces articles sont en grande partie en créole, mais certains textes français sont également inclus.

Premye seri a gen majorite koleksyon an. Li gen ladan l sitou liv lekòl Depatman Edikasyon Nasyonal an Ayiti pibliye, men tou òganizasyon non-gouvènmantal ‘Komite Edikasyon Karitas, Ench’. Majorite materyèl sa yo an kreyòl, gen ladan l tou kèk tèks an fransè.

• • •

The second series consists of pamphlets and texts relating to literacy education and rural development of the general population.

La deuxième série comprend des brochures et des textes relatifs à l'alphabétisation et au développement rural de la population en général.

Dezyèm seri a gen ladan panflè (ti liv) ak tèks ki gen rapò ak edikasyon alfabetizasyon e devlopman riral nan popilasyon jeneral la.
• • •
Materials for the major bilingual programs for Haitian children in the United States are contained in the third series. This series also includes issues of the bilingual educational periodical Edikatè à L'Éducateur from (1986-1990).

Le matériel des principaux programmes bilingues destinés aux enfants haïtiens aux États-Unis figure dans la troisième série. Cette série comprend également des numéros du périodique éducatif bilingue Edikatè à L'Éducateur de (1986-1990).

Twazyèm seri a gen ladan materyèl pou pwogram bileng prensipal pou ti Ayisyen Etazini. Seri sa a enkli tou peryodik (jounal) edikasyon bileng «Edikatè à L'Éducateur» (1986-1990).

• • •

Literature in this collection includes materials such as poetry, fictional works, religious texts, and translations. These are primarily in Creole and French, but also some English. The secondary sources include books on topics in Haiti such as development, migration, religion, and education, among others.

La littérature de cette collection comprend des matériaux tels que de la poésie, des œuvres de fiction, des textes religieux et des traductions. Ceux-ci sont principalement en créole et en français, mais aussi en anglais. Les sources secondaires comprennent des livres sur des sujets en Haïti tels que le développement, la migration, la religion et l'éducation, entre autres.

Literati nan koleksyon sa a enkli (gen ladan) materyèl tankou pwezi, zèf fiktif (fiksyon), tèks relijye, e tradiksyon. Sa yo sitou an kreyòl e an fransè, men gen kèk an anglè tou. Sous segondè (lòt sous) enkli liv sou sijè Ayiti tankou devlopman, migrasyon, relijyon, e edikasyon, pa lòt.

• • •

CONTAINER LIST : LISTE DES CONTENEURS : LIS KONTENÈ YO

I. BERNARD REFORM OF EDUCATION : BERNARD – REFORME DE L’ÉDUCATION :REFÒM BERNARD LA POU EDIKASYON — a. DEN (Departement de l’Éducation Nationale : Depatman Edikasyon Nasyonal).

Box : Boîte : Bwat

BOX 1: Creole Grammar Readers : Lecteurs de grammaire créole : Lektè gramè kreyòl.
BOX 2: Creole Grammar Readers : Lecteurs de grammaire créole, Iv Dejean, Institi Pedagojik Nasyonal (National Pedagogical /Teachers’ Institue : Institut Pédagogique National (IPN) : Sosyete Biblik Pou Ayiti.
BOX 3: Gid Mèt La, Series: Reading and Writing (Lecture et écriture : Lekti e ekriti).
BOX 4: Reading, Writing, and Mathematics Texts (Textes de lecture, d'écriture et de mathématiques);
BOX 5: Liv Pou Kou Fransè an Ayiti.
BOX 6: Liv Klas: Aprann Fransè.
BOX 7: Liv Klas: Aprann Fransè, 2 b. ADDITIONAL PUBLICATIONS : PUBLICATIONS SUPPLÉMENTAIRES (PIBLIKASYON ADISYONÈL).
BOX 8: Komitè Edikasyon Karitas, Ench. (1st - 4th years).
BOX 9: Komitè Edikasyon Karitas, Ench (years 5-6).
BOX 10: MISCELLANEOUS : DIVERS (DIVÈS). II. RURAL EDUCATION IN HAITI : ÉDUCATION RURALE EN HAÏTI (EDIKASYON RIRAL AN AYITI).
Box 11: ONEC /ONAAK.
BOX 12: NUTRITION and HEALTH Teaching Materials : Matériel pédagogique sur la NUTRITION et la SANTÉ (Materyèl didaktik /pedagojik sou NITRISYON e SANTE).
Box 13: HYGIENE, NUTRITION, and FAMILY PLANNING : HYGIÈNE, NUTRITION ET PLANIFICATION FAMILIALE(IJYÈN, NITRISYON, PLANING FANMI).
BOX 14: RURAL DEVELOPMENT, some small books : DEVELOPPEMENT RURAL, quelques petits livres (DEVLOPMAN RIRAL : Kèk ti Liv). III. BILINGUAL PROGRAM MATERIALS: MATERIEL DU PROGRAMME BILINGUE (MATERYÈL PWOGRAM BILENG).
BOX 15: Dejan, Iv (Yves Dejean): Joli KONT Series (1979-1981).
BOX 16: Title VII ESEA Bilingual Program : PROGRAMME BILINGUE (PWOGRAM BILENG); Brooklyn, New York.
BOX 17: Dade County Public Schools, Southeast Curricula Development Center (1).
BOX 18: Dade County Public Schools, Southeast Curricula Development Center (2).
BOX 19: Dade County Public Schools, Projet Haïtien: Ethnic Heritage Series (1978-1989) (1).
BOX 20: Dade County Public Schools, Projet Haïtien: Ethnic Heritage Series (1978-1989) (2).
BOX 21: Marie Levy Materials.
BOX 22: Other.
BOX 23: Edikatè à L’Éducateur (1986-1990); IV. LITERATURE : LITTÉRATURE (LITERATI).
Boxes 24-27); V. SECONDARY SOURCES: SOURCES SECONDAIRES (SOUS SEGONDÈ).
BOX 28: Haitian Development, Politics, Economics, and other Social Issues : Développement haïtien, politique, économie et autres problèmes sociaux(Devlopman Ayisyen, Politik, Ekonomik, e lòt Kesyon Sosyal).
BOX 29: Religion and Culture : Religion et culture (Relijyon e Kilti).
BOX 30: Multidisciplinary : Multidisciplinaire (Miltidisiplinè).
 
Finding aid by Susan M. Bogner—Location: French & Italian Department and Arts & Humanities. [Haitian Bibliography : Bibliographie Haïtienne /Créole : Bibliyografi Ayiti /Kreyòl].

 

Annexed Texts

(inserted 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. Vedrine, instructor of Haitian Creole, French, ESL and Spanish” (Emmanuel W. Vedrine, instructor of Haitian Creole, French, and Spanish). (Emmanuel W. Vedrine, instructor of Haitian Creole, French, 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. (Biography : Biyografi; Comments on his works  : Kòmantè sou zèv li; What the author thinks : Sa otè a panse).
---. 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 teyat 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 : Bibliyograf 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 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 available 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.
---. 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 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.
---. 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]. (Bibliography).
---. 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.
---. Techniques to formulate a research topic for dissertation, and bibliographic orientation. [Teknik pou fòmile yon sijè rechèch pou tèz, e oryantasyon bibliyografik : Tecniques pour formuler un sujet de recherche pour une thèse et l’orientation bibliographique].
---. 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].
---. Welcome to L’Asile (Lazil), a commune in Haiti : Byenveni nan Lazil, yon komin Ayiti.
---. 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.

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