16829: Vedrine: Books & celebration of The Creole Month (October) (fwd)

[Bob Corbett <corbetre@webster.edu>]

From: E Vedrine <evedrine@hotmail.com>

BOOKS ON HAITIAN CREOLE



1. DICTIONARY OF HAITIAN CREOLE VERBS WITH PHRASES AND IDIOMS by Emmanuel W.
VEDRINE 1992. 246 p. [Available at EDUCA VISION, http://educavision.com;
educa@aol.com]



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



-- Karen Richman and William L. Balan-Gaubert,

Journal of Pidgin and Creole Languages, 11:2, 1996. <?xml:namespace prefix =
st1 ns = "urn:schemas-microsoft-com:office:smarttags" />University of Chicago



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



-- SEDRA, 1993



“…The linguistic tools Védrine has produced are noteworthy, in particular, his
Dictionary Of Haitian Creole Verbs With Phrases And Idioms. It is a very useful
resource for linguists, translators, and learners of the language. With regard
to its originality and overall quality, I would rank it as the best work on the
vocabulary of the language and right next to Freeman and Laguerre's
Haitian-English Dictionary and our own somewhat dated Haitian Creole - English
- French Dictionary. The high quality of the work is reflected by its having
been deemed worthy of review in the prestigious Journal of Pidgin and Creole
Languages…”

-- Albert Valdman,

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



2. IDE POU KREYE YON ‘High School’ AYISYEN PRIVE NAN BOSTON by Emmanuel W.
VEDRINE E. W. Védrine Creole Project: Boston, MA. 1994. 104 p. - Ide pou kreye
yon High School Ayisyen nan Boston (‘Ideas to found a Haitian private High
School in Boston’) is a debate between Dr. Morel Berthold, Emmanuel W. Védrine
and the late Haitian educator, Tony Jean-Jacques on the issue to found a
private Haitian High School in Boston, the problems of Haitian students in
American schools, and the value of education in Haitian society with an
emphasis on bilingualism and bilingual Education. All three of us have lived in
the Haitian community of Boston for a long time. Following our observations in
the community, as well as all of our experience in the American society and
schools, we see that it is important for everyone in the community to work
together. To succeed, we must be educated. And we Haitians who care about the
community and the growing generation, we see that the last chance left for us,
to liberate ourselves and other Haitians, is “education.” We are often told
that education is free, that everyone has a right to have an education. Great
word! We Haitians fr om Haiti, who have lived the reality of our country, we
are used to beautiful words, beautiful phrases, and deceptive speech in French.
But what interests us the most is action and practice. So, we don’t look at
theory only. Who has really received a real education: rich or poor people? I
leave the answers to the readers. When we recognize that 85% of the people
cannot read and write, we cannot say that education is free for everyone,
everywhere. And this applies especially to these innocent people who have
landed here in this country, and who work very hard, days and nights, in
factories. Even if they didn’t have access to education at home, at least their
children who are here, the growing generation here should receive an adequate
education the same way many other ethnic groups who live in this country do. We
can observe the problems of young Haitians in school here: many are like wild
goats in a prairie, without owners, without guides. We see that it’s time to
think about them, to think of creating something for them, to think of their
future so that they can avoid spending the rest of their lives in Jail. As we
consider their performance in school and their isolation as an ethnic group, we
believe that it’s important for the whole community to work together to think
of their future, because tomorrow, they are the ones who will replace us, they
are the ones who will represent the community. It is with this purpose that the
three of us gathered on April 17, 1994, at Harvard University, for a first
debate on the education of young Haitians in the community. The proverb says:
Nou pa gen lajan, men nou gen jan (We don’t have money, but we have good
humor). It’s true that we don’t have money to try to do all that is possible in
the community, but we think that it is important to write these ideas down on
paper, as a way to facilitate communication with the community and to see how
these ideas might become a reality. “Men anpil, chay pa lou” (Many hands make
the burden light)



3. MATERYÈL EDIKATIF POU BILENG AYISYEN by Emmanuel W. VEDRINE Soup To Nuts
Publishers. Cambridge, MA.1994. 218 p. - Materyèl edikatif pou Bileng Ayisyen
(‘Teaching materials for Haitian Bilingual’) – A textbook for students,
teachers of Social Studies (with essays in English, fairy tales in French and
Creole, articles, poems and proverbs (in French, Creole and English. – Material
Edikatif Pou Bileng Ayisyen is my 9th book published. As I mentioned before in
Ti istwa kreyòl: Short stories in Haitian Creole, I am never satisfied with my
literary works related to Haiti. As Haitian writer, I always have a thirst to
produce more for the generation of 2000. – This book is a document related to
my experience as Haitian teacher in the Haitian Bilingual Program. As Tony
Jean-Jacques mentions, “No school will succeed without the help of teaching
materials in the native language”. It was a privilege for me to publish some
books in the construction of this work. – This book is not a complete document
on Teaching Materials For Haitian Bilingual Program. It might be the first
interpretation some readers are going to do when first looking at the title.
Don’t think that it has everything in it for Haitian Bilingual either. It’s
more a look and some samples on how Haitian teachers can compile some materials
for their class to develop their own curriculum. It depends on what the teacher
is teaching also. – I also believe that reading is very important to opening a
student’s mind and to developing critical thinking. My hope that this sample of
work can serve as a guide for all teachers who teach in Haitia n bilingual
programs. (E. W. Védrine)



4. POETRY IN HAITIAN CREOLE by Emmanuel W. VEDRINE Soup to Nuts Publishers:
Cambridge, MA. 1994. 75 p. [Available at http://schoenhofs.com] . A guide for
beginners and translators of Haitian Creole, including a Creole-English
glossary. — “In Poetry in Haitian Creole, Védrine shows our people to be the
descendent of an inventive, badacious and courageous people. His poetry
reflects the appreciation that he carries for his homeland and, most of all,
relishes the pleasure of the Soul. Védrine is a poet who writes and speaks his
mind… as far as I can tell, practically always. He follows his own road,
believes in his own style and pursues his own dream, which are deeply rooted in
the Haitian dream. He refuses to separate himself from ‘common Haitians’… (Tony
Jean-Jacques)



5. SEZON SECHRÈS AYITI by Emmanuel W. VEDRINE Soup To Nuts Publishers.
Cambridge, MA. 1994. 128 p. [Available at http://schoenhofs.com]. “Season of
drought in Haiti”, Haitian novel. – A textbook for high school. “Nan Sezon
sechrès Ayiti, Védrine prezante yon Ayiti jan li ekziste atravè pèsonaj nan
roman an. Sezon sechrès Ayiti se youn nan roman reyalis nan lang ayisyen e nan
yon langaj senp ke Védrine prezante nan yon kontèks istorik politik e ekonomik:
sa k te pase Ayiti, sa k ap pase resamman e sa k ap pase aktyèlman. Filozofi ak
sikoloji pèsonaj yo apeprè menm bagay: yo tout ta renmen wè yon bèl Ayiti, yon
Ayiti kote tout moun ka travay ansanm. Tout viktim de sechrès la, de krim nan
peyi a ak abi ke yo fè yo. Y ap kite Ayiti pou menm kòz la byenke yo renmen
peyi a men sitiyasyon an fòse yo depeyize. Malgre tout krim ak abi ke yo fè yo,
pèsonaj yo pa mande mal pou kriminèl sa yo men yo ta renmen yo renonse a tout
bagay ki mal, yo ta renmen kè yo chanje pou kapab genyen yon vrè chanjman nan
peyi a…”



6. UN STYLO INTERNATIONAL by Emmanuel W. VEDRINE Soup to Nuts Publishers:
Cambridge, MA. 1994. 61 p. [Available at http://schoenhofs.com]. “An
international pen”. — Poetry in 7 languages (including 26 in French, 12 in
Haitian Creole… an essay in English. A textbook for middle and high school
level.



7. PETIT LEXIQUE DU CRÉOLE HAÏTIEN by Emmanuel W. VEDRINE. Orèsjozèf
Publications. 1995. 87 p. -- Historical linguistics. Entry covers: [a, abitan,
abitye, abobo, abonotchou!, adonayi, adyahountò, adyanikon, adyoman, agida,
ago!, agwesan, akajou, akasan, alèz, alsiyis, an, anhan, ansent, apa, arèt,
asan, ason, asotò, asoupi, awèsan, Babankou, babchat, bab panyòl, badimbidim,
baf, bak, batiman, batri, bay, bèbèdèk, bega, bennitye, bibi, bigay, bigote,
bip, biskèt, biznaw (kaka biznaw), blòk, bloukoutoum, bobori, bokit, bòs,
boubouy, bouden, Bouki, boula, boumba, bounda, bourik, bous, bouvaz, bouzen,
bowòm, bra, brak, bwa, bwa fouye, bwèt, chaben, chadèk, chaje, cham, chankre,
chapit, chaplèt, chat, chen, chich, chòlpis, choukèt, chwal, debachi,
dechalbore, dèt, dezire, digonnen, dilatasyon, distrè, dlande, doukounou,
drapo, endont, enkoutan (enkoutab), èsde (S.D), espyon, estebak, figi, flatè,
flengèt, fou, foubi, fouye, frechè, frè prenè, fwote, gabèl, gagari, gagè,
galipòt, gè, dedevi, gengenn, geri, godo, gonbo, gouyang-gouyang, govi,
grandou, grangozye, granmoun, gratè, gratèl, grenadin, greton, grigri, gwap,
hanm, hap, hey,inoni, ipe, ja, jako, jakopyevèt, janblan, jechalòt, jòf, jofi,
jòkman, jòljòl, joubabye, jouk, jouke, joumou, jwif, kabès, kabicha, kabwètye,
kach, kachimbo, kad, kaderik, kakaglas, kakapoul, kakòn, kal, kalabous,
kalakit, kalan, kalomi, kanari, kanbral, kanntè, kanpe, kansonfè, kanzo,
kaplata, karaktè, karang, karyoka, kasab, kase, katafal, katon, katye, kay,
kazwèl, kè, kechat, kèt, kibi, kilmik,kit, klete, klowòks, kòb, kodas, kokobe,
kòksanbèk, kòl, kong, kòt, kolèt, kolokent, kòlòwòch, komisyon, komòd, kòn,
konfyolo, kongo, kongolo, konkonm, konparèt, kòt, koton, kouchkouch, koudoug,
koulout, koumabo, kounou, kounouk, koupye, koutè, kouyan, koyo, kraponnay,
kras, kraze grenn, kraze rak, kripkrip, kwape, kwi, kwokwo, kwòt-kwòt, labèt,
lablanchèt, labsen t, ladwann,lago, lagojanis, lakilbit, lakoujin, lakwann,
lalèp, lalin, laliy, lalwa, lamanyann, langlichat,lanman, lanmè, lanmyann,
lapipi, laplas, lapòs, lari, larijòl, lasisin, latya, lateng, latranblad,
lavalas, lay, lamitye, lele, lèt, Leyopa, lèz, lòbèy, lofrannè, loko, loray,
lòsyè,lota, lwijanboje, mab, mabi, machin, machòkèt, madanm-plwaye, majò-bokal,
makòn, makont, malatyong, maldyòk, maleng, malenge, malkadi, malmouton, manba,
mandasyon, mangousa, manje-ranvwa, mann-man-nann, manyòk, mapou, masif, mason,
mastòk, mayi, mazimaza, men, men tou, merilan, mis, mòlòkòy, moun, mousach,
move bannann, nadmarinad, nago, nannan, odeyid, ogan, osman, oto, oto minui,
ougeve, oy, pantalon, panzou, paparamo, patat, patekwè, pench, penich,
penitans, pentad, peryòd, petadò, pete, pèpèt mayi, pètpèt, peyi, pichon,
pijon, pimpe, pinge, pip, pis, pisannit, piyajè, piyip, plane, ponponn, poul,
poupou, pyout, rabadya, ralba, rapadou, ratatouy, règ, renka, saranpyon
(salanpyon), saval, selebride, sèpantye, silabè, sirèt, sirik, soloba, soudè,
soulad, soulye, sousou, sousoubrake, soutirasyon, tako, tap-tap, tata, tayo,
taza, tcho (tyo), tikoma, tòchon, tonmtonm, towobann, twasèt, twonpèt, tyoul,
vèrèt, veso, veye, vitès, vityelo, vlaw, vòl ladwann, volim, vonvon, voumtak,
wa, waf, wangatè, watchòkò, wèch, wifout, wipip, woulobay, wowoli, yanm, yay,
yès, yesken, yi, yoyo, za, zenglenden, zèp, zès,zeye, zo, zonbi, zòrèy, zòt,
zotobre, zwenge]



8. GRAMÈ KREYÒL VEDRINE by Emmanuel W. VEDRINE. E. W. Védrine Creole Project.
Boston, MA. 1996. 354 p - “Védrine's grammar of Haitian Creole”. [First
monolingual grammar ever written in Haitian Creole. It covers all the
grammatical aspects of the language with a foreword and acknowledgment in
English, including a bibliography of 63 sources. INDEX: advèb, advèb
konjonktif, advèb de lye, advèb de manyè, advèb de tan, advèb ki esprime degre,
advèb ki esprime 'tan' ak 'nonb', advèb ki itilize ak atik defini, advèb ki
modifye atribi, advèb negasyon ak afimasyon, advèb relatif, advèb senp,
adyetif, ajan, ajan ansoudin, ajan vizyèl, akayik, aksanfòs, aksangrav,
aksantegi, aksyon, aksyon k ap dewoule, aksyon ki t ap dewoule, aktif,
alafransèz, an, ane, anekdòt, anfaz, anglisis, antesedan, antonim, apatenans,
apozisyon, apwostòf, apwostòf ak tirè, atik, atik defini, atik endefini, atik
yo an kreyòl, atik patitif, atribi, ava, avètisman, ayisyanis, bay lòd, bay lè
ak espresyon, bèt, bi, bileng, bilengwis, blòf, bouch si, bout fraz, bwa,
chanjman kòd, chanjman òtograf, choz, defi, definisyon, degre konparatif, degre
konparezon, degre pozitif, degre sipèlatif, demann, devni, diksyonè, Diksyonè
Kreyòl Vilsen, distenksyon fonetik, dout, dyalèk, dyalite, dyalòg, efemis,
egzajerasyon, ekriti, eksetera, elatriye, eleman vèbal, enperatif, entèjeksyon,
entèjeksyon ak fraz ki esprime sèman, entèjeksyon ki itilize ak bèt, entèvyou,
entonasyon vwa, èske, esklamasyon, espresyon, estrikti gramatikal, eta,
etimoloji, fab, feminen, figi, figi retorik, filoloji, fiti, fòm konplè, fòm
kontrakte, fòm kout, fòm pasif, fout, fragman yon konpozisyon, fransizasyon,
frap, fraz, fraz advèbyal, fraz apozi tif, fraz deklaratif, fraz enperatif,
fraz entewogatif, fraz esklamatif, fraz konplè, fraz vèbal, fraz vèbal ak
espresyon idyomatik, fraz vèbal ki fonksyone kòm non, fri, gimè, grafèm, gwo
mo, ide, idyolèk, idyòm ak lokisyon, inite de baz de panse, ipèbòl, istwa oral,
italik, iwoni, jan, jan an kreyòl, jou nan semèn nan, kèk vèb kreyòl ki itilize
kòm non, kesyon ak «ki», ka, kopil zewo, kalite, kapital, kategori non, kèk
plant nou jwenn, kèk vèb kreyòl ki itilize kòm non, ki, kit... kit, kit se...
kit se, kloz, kloz advèbyal, kloz endepandan, kloz nominal, kloz parazit, kloz
sibòdone, kondisyon, kondisyon pase, konparezon, konpleman, konjonksyon,
konjonksyon koòdone, konjonksyon korelatif, konjonksyon sibòdone, konjonksyon
marasa, konotasyon, konparezon, konplemandobjè, konpozisyon, konsèp, konsòn,
konsòn nazal, kont ak istwa, kontraksyon, kontinan, koz, kreyòl fransize,
kreyòl ekri, kreyòl pale, kreyòl plat, kreyòl rèk, kreyòl santral, kreyòl swa,
l a (l a va), laj, lan, lang, langaj imaje, lang ekri, lang pale, lang (sosyal,
ekonomik, politik), lavni, lè, leksik, lèt majiskil, literati, literati oral,
litòt, lizay, lòd, lòd negatif, lokisyon, lwa fonetik kreyòl, m a (ma va),
makè, majiskil, manyè, maskilen, menmsi... oubyen, mèt, metafò, metonimi,
mezantant, miniskil, mo, mo deplase, mo prete, mo zouti, mokri, mo marasa, mo
tokay, modifyan, modifyan bisilabik, modifyan monosilabik, modifyan
polisilabik, moso fraz, monològ, mwa nan ane a, n a (n a va), nan, narasyon,
nasyonalite, nazal, nazalizasyon, ni... ni..., nimewo, nimewo kadinal, nimewo
òdinal, non, non abstrè, non komen, non konkrè ak non abstrè, non pwòp, nonb,
non kolektif, non konkrè, non marasa, non posesif, nòmalizasyon, objè, objè
dirèk, objè endirèk, objè yon prepozisyon, òganizasyon ide, omonim, onomatope,
oditè, oraliti, oratè, ou kwè..., ou kwè... do..., ou kwè... pa do..., òtograf
kreyòl la, paragraf, paragraf deskriptif, paragraf devlopman, paragraf
entwodiksyon, paragraf esansyèl, paragraf esplanatwa, paragraf naratif,
paragraf konklizyon, pale pwenti, pale an daki, plant, parantèz, pase lòd, pa
sèlman... men, pasif, pasyan, pati diskou, pawoli, perifraz, pèsonifikasyon,
peyi, pi, pi... ke, pi... ke tout, pi... pase, pi... pase tout, pinga, pliryèl,
politès, ponktiyasyon, posesyon, poudi..., poudi... do..., poudi... pa do...,
poze kesyon, pral, preferans, prefiks, prepozisyon, prepozisyon ki esprime
andwa, prepozisyon ki esprime distans, prepozisyon ki esprime (manyè, koz,
orijin), prepozisyon ki esprime tan, prezan, prigad, pwen, pwenvigil,
pwendentewogasyon, pwendesklamasyon, pwen sispansyon, pwogresif, pwonon, pwonon
anfatik, pwonon endefini, pwonon endefini ki fonksyone kòm sijè, pwonon
entewogatif, pwonon pèsonèl, pwonon pèsonèl ak nonb, pwonon posesif, pwonon
posesif ak varyasyon, pwonon refleksif, pwonon refleksik ak varyasyon («kò»,
«kont»), pwonon refleksif ak varyasyon «tèt», pwonon relatif, pwonon relatif ak
endefini, pwonon relatif ak varyasyon, pwononsiyasyon, pwovèb, pwovèb sou bèt,
rankont de vwayèl, referans, refleksivite, règ gramatikal, rekèt, relasyon
resipwosite, retorik, salitasyon, salitasyon ak lizay, sans, se, sèman,
semantik, semivwayèl, senk sans yo, sengilye, sentaks, sezon yo, sijè, sijè
marasa, silab, si m te... m ta, sinonim, sipozisyon, sirèt, sitasyon, siy,
siyifikasyon, son, son ki ra men ki la an kreyòl, souplès, sosyolengwistik,
swa... swa, ta, ta ka, tan, tan pase, tanpri, tan prezan, tanperati (tan), t ap
(te ap), te, te ka, te konn, tèminezon («en», «en»), tèminezon «èz», ton,
tonalite, tirè, ti bouch pwenti, ti lèt, tip de konjonksyon, tit,
transkripsyon, twapwen, twonpri, va, varyasyon, varyasyon dyalektal, vèb, vèb
entranzitif, vèb kontrakte, vèb kreyòl ki itilize kòm non, vèb marasa, vèb
tranzitif, vigil, vil, vwa aktif, vwa pasif, vwayèl, vwayèl bouch-nen, vwayèl
nazal, w a (w a va), ya (ya va), ye, yon.

Comments:

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



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



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



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



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



9. TI ISTWA KREYÒL: SHORT STORIES IN HAITIAN CREOLE by Emmanuel W. VEDRINE Soup
To Nuts Publishers. Cambridge, MA.1994. 115 p. [Available at EDUCA VISION,
www.educavision.com; educa@aol.com;  Tel. (954) 725-0701] - Seven short stories
in Creole (“Yo kenbe Bouki andedan vant yon bèf”, “Konpè Chat ap dirije yon
lekòl”, “Yon chat de pye ak yon enkoutab”, “Chanje lide”, “Yon manman poul
touye yon malfini”, “Elefan preside yon konferans sou pwoblèm bèt sovay t ap
konfwonte, “Gade yon mirak”) with questions and exercises on each story,
including a Haitian proverbs section (on animals) and a Creole-English
glossary. Illustrated by the author. A textbook for middle and high school
level, for native speakers and learners of Haitian Creole. – The purpose of
this book is to allow greater access to those interested in Kreyòl and English.
As a guide for speakers of both languages, it can be used for different
purposes. – Following each story is a list of questions, vocabularies and
expressions for exercises. There is also a section on illustrated Haitian
proverbs dealing with animals, and finally a Kreyòl – English glossary that can
be useful to English speakers. I hope that Ti istwa kreyòl: Short stories in
Haitian Creole will be a good guide to anyone using it. (E. W. Védrine)



10. YON KOUDÈY SOU PWOBLÈM LEKÒL AYITI by Emmanuel W. VEDRINE Soup to Nuts
Publishers. Cambridge, MA. 1994. 117 p. [Available at http://schoenhofs.com].
[“A look at the problem of schools in Haiti”. - Essays on the problems of
schools in Haiti and interviews with some Haitian educators from the diaspora.
A textbook for educators, students (high school and college level) and
researchers.] (estrè nan yon entèvyou).



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



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



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



12. 23 POÈMES EN FRANÇAIS ET EN HAÏTIEN by Emmanuel W. VEDRINE E. W. Védrine
Creole Project: Boston, MA. 1995. 52 p. “23 Poems in French and Haitian
Creole”. A textbook for middle and high school level. — «Ayant longtemps vécu
dans un milieu où la parole n’est pas tout à fait emprisonnée, Emmanuel W.
Védrine s’est échappé de la poésie codée qu’offrent généralement les poètes
d’Haïti pour nous livrer un message clair, simple, facile. C’est un poète badin
qui chante tel un enfant. Sa poésie est toute pleine d’adolescence et naïveté.
— Védrine nous raconte ses voyages, ses nombreux séjours en Europe. Pour avoir
étudié en Allemagne et en Espagne, il a eu le privilège de découvrir et
d’admirer de beaux sites européens. En été, il parcourt villes et villages,
frotte avec de nombreuses cultures.



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



écrit Védrine. Les études donc ne sont pas les seules raisons de ses voyages.
Il y a surtout le confort romantique des lieux tel SALAMANCA, en Espagne où les
oiseaux volent loin, Bien loin de RIO TORMES où PLAZA MAYOR le convaince à
s’asseoir et à promener dans son enceinte… Vienne parait une ville particulière
pour le poète. Les habitants sont si sympathiques. On les croise dans les rues.
Ils vont vite, certes. Cependant, ils ont le temps de vous saluer et de vous
acceuillir.



Les gens sont gentils à Vienne



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



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



14. MEN L ANLÈ A L AP VINI by Emmanuel W. VEDRINE Orèsjozèf Publications.
(http://www.oresjozefpublications.com) 1997. 34 p. - “He is in air coming”. A
short story related to the September 30th Coup in Haiti. A textbook for
elementary and middle school level.



15. AN ANNOTATED BIBLIOGRAPHY ON HAITIAN CREOLE: A review of publications from
colonial times to 2000 by Emmanuel W. VEDRINE. Educa Vision: Coconut Creek, FL.
2003. 700 p. [KEYWORDS: Atlantic Creoles, Caribbean languages, Caribbean
literature, Creole bibliographies, Creole corpus, Creole description, Creole
genesis, Creole grammar, Creole lexicon, Creole status, Creole teaching, Creole
Linguistics, Creole Studies, French-based Creoles, Haitian Bilingual Programs,
Haitian Creole, Haitian Culture, Haitian History, Haitian Language, Haitian
Linguistics, Haitian Literature, Kreyòl, Pidgin and Creole Languages, The
language of Haiti, Theses & Dissertations on Haitian Creole, Theses &
Dissertations related to Haiti.]




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