April 17,2017
 

BOOKS for KINGDOM WORKERS                                                                                          PRINTED IN

Halo’s outstanding Creole text, Ann Pale Anglè, published last year is an an easy to follow text for young people that can’t afford to attend a formal English school. Audio replay from each chapter available at our website, or on our Facebook page. Revised edition now available at our bookstore at www.halolearning.org, or at our office at 170 Rte de Delmas in Port au Prince, Haiti.

 

New Books Available Now:

Kòt a Kòt (Side by Side) a short book on gender equality.

Gloria Guignards, NEW Book TWO, Learn Haitian Creole with Gloria.*

Wolfgam Pedi Vwa Li (Wolfgang Lost His Whistle), A beautifully illustrated and delightful bilingual story about a Haitian frog. For children in both Creole and English.

*Also from: Haitianshelpinghaitians.org

 

Coming Soon:

Jezi ak Mwen (Jesus and Me). A beautiful book for your 4-7 year olds Sunday school class.with fill in the blanks to personalize it.

L’amour De Dieu by Evans Etienne.

7 Chwa Semp pou yon Demen Miyo A best seller Bible based book by well know author Pastor Bob Merritt. Bilingual Creole and English.

 

Ministere de Educatiom – MENFP: Haitian Department of Education.

Many text books for primary and secondary schools have been printed and are available. Let us know which texts you need. If you have a special need we can print it for you.

Your Needs: Discipleship materials; Bible study guides; Other needs. Contact us for information on how Halo can serve your needs.

nowisourtime@halolearning.org   or  

halopublishing@hotmail.com.

                                             

 
 
March 7, 2017 
We want to share this Haitian cultural insight from Gloria Guignard Board, of Haitians Helping Haitians.  This is an excerpt from her latest book, Learning Haitian Creole with Gloria VOLUME II . In additions to being a great way for people to learn Creole, the section on culture in Haiti is outstanding. 

FRIENDSHIPS AND HAITIAN WOMEN

                                                                                 By Gloria Guignard  

      I'm constantly asked why or how is it that Haitian women aren't catty, competitive, or don't seem jealous with each other. Or sometimes someone may write me a long message about how they were surprised by a Haitian woman who prayed for them, or gave them something from the little she had, or who surprised them by giving one of the greatest gifts, a delightful intimate friendship. It's kind of okay to stereotype and generalize on this one

 

   A friend recently told me that in some western cultures, women dress for women. Meaning some women dress to outshine other women. I had never heard this before and trusted the source but thought to myself, that's gross and weird. But I'm sure not everyone does that, however, coming from a culture where we are encouraged to look our best (men in 3-piece suits in a hot church and women in high heels walking to church on a lengthy, dusty, rocky path) where women even share clothes, and make a big deal about helping one another look beautiful, it was difficult to wrap my brain around competing with our style of dress. Women sit on porches styling each other's hair and doing each other's makeup for an event. Women in Haiti appreciate one another's beauty and encourage it. This goes for Haitians living abroad, the diaspora. My relatives didn't like when I walked out the apartment like I just threw something together. It was embarrassing to them. We have joy in seeing one another look beautiful. We have joy in seeing one another being successful, doing well with education, and growing spiritually. The down side is the turning away of people from the church who don't have nice clothes. Being too stern with the child who has problems learning. Praising individuals in the Body as though they are better because they may know more about the Bible or have an "important" role in the church.

   Most Haitian women aren't competitive because it's a helping culture. If one woman does well she will naturally begin to help the other. We praise what we see God doing to bless the other. It is as though we share in all the good things that are happening although it is not happening directly to us. You have to remember that the Haitian culture is one of giving, lending, borrowing, loaning, and general helping. In fact, many foreigners say the negative is the lack of using "please", "thank you", and "you're welcome". Haitians don't feel a need to use those terms frequently with each other because it's seen as a polite interaction with an acquaintance as opposed to an intimate interaction with family and friends. If I'm constantly helping Marie-Marthe with her laundry and she helps me with meal prep, I'm not needing to say "thank you". Our level of intimacy allows us to know the feeling is mutual. I always say life in Haiti is hard. There's not a lot of time for reassuring each other that they love each other, the proof is in the actions and not the words. I'm not saying this is the right way, I'm stating facts only.

Also, there is a natural physical affection one woman has toward the other in Haiti. Many of you notice men walking hand in hand and women do this also. You will see women sitting on each other's lap on a taptap (public transportation) or talking right up against each other's faces, talk about space bubble invasion! My sister and I would sit on each other's lap and give an affectionate cheek bite, something that I learned (the hard way) is viewed quite differently in other cultures. When I was in Kenya, however, I saw the same level of intimacy, men with men and women with women. A dear Haitian friend once said that maybe it's some of the things people watch on TV or at the movies that pervert their minds so that they don't see relationships as they ought. I don't know if there is truth in that but I am quick to admit that I believe every culture has its issues.

   Some Haitians have issues with public display of affection between couples. This view is changing but there are some places where if my husband wraps his arms around me and kisses me they may think that's inappropriate. This was a favorite lesson in a marital class that we did one summer. We asked the men to kiss their wives...a romantic Frenchkiss. While there was a lot of giggling and even tension during this teaching on physical intimacy both private and public, not one couple left without holding hands and several of them came to church holding hands the following Sunday and one man even picked up his wife and carried her into the church for all of us to see and laugh with them about. However once in the church building the men went right back to sitting on one side and the women on the other, might I add that that was inherited from the teachings of the missionaries of old.

   Remember, every culture has its issues. While Haitian women are incredibly relational there are things that every woman struggles with. I hope this quick post sheds some light on the topic.

 
 ----------------------------------------------------------------------------------------------------------

A new post from Dr. Michael DeGraff.  Halo is a strong advocate of the use of the Creole language in school.  Most of the books Halo prints are in Creole.

 
Haiti’s “linguistic apartheid” violates children’s rights & hampers development
 

by Michael DeGraff, January 2017


Teaching in local languages is important for children’s rights, anti-discrimination, quality education and equal opportunity for all. Yet Haiti stands out as one of the rare nations in which there is one single language spoken by all citizens, while the school system, by and large, does not use that language as the main language of instruction and examination.


In the 2010–2015 Operational Plan of the Ministry of National Education and Professional Training, the government announced, without any realistic means for implementation, the goal of “balanced bilingualism”—whereby the whole country would eventually become fluent in both French and Kreyòl. This seems like an insurmountable task, given that the country is mostly monolingual and suffers from extreme forms of economic impoverishment. Teachers themselves often do not speak French fluently, and most Haitians have no opportunity to be regularly immersed in any community that speaks fluent French, be it at home or at school—a situation that makes “balanced bilingualism” at a national scale a socially and economically costly pipe dream.

Virtually every Haitian in Haiti speaks Creole (“Kreyòl”) as their native language, while no more than 10% speak French, perhaps as few as 3% if we only count those who speak fluent French. The systematic use of Kreyòl at all levels of education, administration, justice, etc., is therefore indispensable for ensuring equality of opportunity and non-discrimination among all Haitians. Using their native tongue is critical to provide the most sustainable and optimal foundations for investing in children (and adults), and to develop Haiti’s human capacity for problem solving and socio-economic development. This is the fundamental premise that underlies the workings of the MIT-Haiti Initiative, funded by the US National Foundation since 2012. By providing state-of-the-art teacher training and pedagogical resources in Kreyòl to faculty in Haiti, the Initiative is directly contributing to the Millennium Development Goals in Haiti—particularly the goal of quality education without  discrimination

 
 

Meanwhile, despite multiple plans and documents promoting the use of Kreyòl in education, Haitian schools continue to impose French as the primary language of instruction and examination. In many places in Haiti, official exams are not offered in Kreyòl. When students do have access to the exams in Kreyòl, many prefer to take the exam in French because they have already rote-memorized, with little if any comprehension, the corresponding materials in French. Typically students do not have access to a full range of books in Kreyòl, and especially not in science and mathematics at the more advanced levels.

Haiti’s school system could indeed be playing a very powerful role in producing and re-producing socio-economic inequalities through exclusionary linguistic practices.

In too many Haitian classrooms, students are still punished, humiliated, and even expelled for speaking Kreyòl at school. This practice of punishing children due to using their mother tongue interferes with their skills, creativity, and well-being. Among every ten children who enter the first grade, only one of them (10%) will finish school, as reported in 2011 by the State-sponsored Groupe de Travail sur l’Éducation et la Formation. Interestingly, approximately 10% of Haitians speak French to various degrees, in addition to Kreyòl. If this 10% substantially overlaps with the 10% that finish school, Haiti’s school system could indeed be playing a very powerful role in producing and re-producing socio-economic inequalities through exclusionary linguistic practices. All of these practices and lack of resources amount to systemic discrimination and violations of human rights—a type of “linguistic apartheid” that undermines the population’s mental health and sense of identity while blocking both academic progress and socio-economic development.

The successes of school systems in countries like Finland suggest that children are most successful at learning second languages, and almost everything else at school, when they have strong academic foundations, including literacy, in their home and community languages. From this perspective, literacy and other foundational academic skills in Kreyòl for Haitian school children is a necessary step for the learning of second languages such as French, English, or Spanish. This is exactly what works in successful Kreyòl-based education as in the Lekòl Kominotè Matènwa (LKM) in La Gonâve, which—thanks to funding from US institutions such as the National Science Foundation and World Vision—has now become a model for other schools in that area. The children at LKM read, on average, three times better than children in schools that still favor French-based education.

Clearly, the use of local vernacular languages in education worldwide has transformative potential. International organizations like the UN, alongside their Member States, should pay close attention to linguistic diversity as a means of promoting equal access to quality education and for protecting children’s rights worldwide. Organizations advocating for human rights should check whether government and international organization’s documentation and pedagogical materials (websites, social media, memos, syllabi, textbooks, examinations, etc.) are delivered in the corresponding local languages. Such monitoring could also provide longitudinal data to measure related progress in the use of local languages. All levels of human rights organizations should pay systematic attention to actual language and education practices on the ground.


In Haiti, for example, the vast majority of administrative, legal and educational documents are still written exclusively in French—including documents being produced by the very organizations whose official objectives include the promotion of children’s rights and education. One UNICEF  site, titled “Timoun yo! The Voice of Haiti’s Children”, is a perfect example: the site’s home page prominently displays the UN Convention on the Rights of Child, but the site itself is in French and English and not in Kreyòl—the only language spoken by most Haitian children (and adults). In addition, publications in most Haitian state offices, including the Ministry of National Education, the State University, and human rights institutions such as the Office de la Protection du Citoyen, routinely violate Haiti’s 1987 Constitution, which mandates the use of French and Kreyòl as co-official languages, with Kreyòl deemed the one single language that bonds the entire nation. In effect, such linguistic practices exclude the majority of the population.


Before the MIT-Haiti Initiative began, there were no Kreyòl-language online materials and digital learning tools for university-level science and mathematics. The Initiative now provides resources that will help spread science and mathematics in Kreyòl indiscriminately, thus joining the still too small number of organizations that promote quality education in Haiti’s national language. Since 2012, the Initiative has also provided teaching-training workshops to enhance high school and university teachers’ skills in active-learning pedagogy based on Kreyòl and in hands-on technology for education.  In order to succeed, this paradigm shift requires the participation of  local and international institutions—governments and courts, schools and universities, telecommunication companies, funding agencies and NGOs—which can help us change old prejudices that have, for far too long, excluded Kreyòl from institutions and activities that create and transmit knowledge and power. This is how we can chart a more progressive course towards quality education and equal opportunity for all, in Haiti and beyond.

About the author

Michel DeGraff is a linguist at MIT where he focuses on syntax, on creolization as a case of language change and on the role of language in educational rights. He is also the Director of the MIT-Haiti Initiative, the LSA Representative to the AAAS Science & Human Rights Coalition and a founding member of the Haitian Creole Academy (“Akademi Kreyòl Ayisyen”).


Michel DeGraff se yon lengwis nan MIT ki travay sou sentaks, sou devlopman lang kreyòl kòm fenomèn chanjman lengwistik ki inivèsèl, epi sou wòl lang matènèl kòm zouti pou tout moun jwenn edikasyon. DeGraff se direktè Inisyativ MIT-Ayiti, li se reprezantan Sosyete Lengwistik oz Etazini (“Linguistics Society of America”) nan kowalisyon  pou Syans ak Dwa Moun nan Asosyasyon Ameriken pou Avansman Lasyans (“AAAS Science & Human Rights Coalition”) epi li se youn nan manm fondatè Akademi Kreyòl Ayisyen.


 





 


 




 

 
 
Haiti is teaching kids in the wrong language

Most Haitians speak Haitian Creole. And yet, the country's traditional language of education is French - which less than 10 percent of Haitians speak fluently

By Arika Okrent | February 8, 2013

25

A boy takes notes during a Creole class at the Louverture Cleary School in Haiti, Jan. 24. AP Photo/Dieu Nalio Chery

Haiti is beset by crushing poverty, inadequate infrastructure, and dozens of other obstacles preventing kids from getting a good education, prompting several organizations to take steps to eliminate the one obstacle that is easiest to do something about: language.

Though most children in Haiti speak Haitian Creole, the traditional language of education has always been French. While Creole is historically related to French, the structure and vocabulary of the two languages are different enough that they are barely mutually intelligible. As Trenton Daniel explains in this AP article, French "remains the primary language of instruction in most Haitian classrooms. In fact, less than 10 percent of the country's 10 million people speak French fluently, and in most schools, even the teachers don't understand it very well although they're asked to teach in it."

Why would the educational system be based on a language that neither the teachers nor the students speak very well?

Part of the reason is confusion about the nature of Haitian Creole. It seen by many as a broken and deficient form of French, and it is thought that when people use it they are speaking French, just not very well. From this point of view, education is a matter of correcting language, and access to other subjects - reading, math, history - is dependent on first making that correction. What that means in practical terms is that not only do students not learn French very well, they don't get the other subject matter either.

The other reason that French has held on as the language of instruction is the inertia of tradition-bound institutions. French was the language of colonial administration and has become the language of the elite in Haiti. If only the elite have access to education, they are well served by French, but if the rest of the country is to have access too, the extra barrier should be removed.

None of this is to say that French is not useful. Some have argued that to deny people an education in French is to deny them access to a global language in favor of a provincial one. But children can learn French, or any other global language, once they have learned how to learn in their primary language. There are fewer speakers of Estonian, Icelandic, and Danish than there are of Haitian Creole, but no one is suggesting that speakers of those languages give up their primary language of instruction for a global language. In fact, they manage to learn both provincial and global languages quite well.

Three years after the earthquake and the subsequent millions of dollars in pledges to reform the education system in Haiti, things are finally starting to change. The Louverture Cleary School, a private Catholic institution, is using Creole in the classroom and says 98 percent of its students pass the national high school exam. The national average? Thirty percent. The AP article continues:

"We have lost, we have wasted, so many Einsteins because of the language barrier," said Michel DeGraff, a leading Creole scholar and Haiti-born linguistics professor at the Massachusetts Institute of Technology. DeGraff led a four-day workshop in January to help Haitian teachers incorporate Creole into math and science curricula, challenging the notion that the language is not sophisticated enough for the hard sciences. [AP]

Other organizations have also begun to develop materials for a Creole-based curriculum, and attitudes toward the language may be changing for the better. Back at the Louverture Cleary School, a question is painted on the wall in Creole: "Nou pare poun rebate ayiti, e ou?" - "We're ready to rebuild Haiti, are you?"


A Creole Solution for Haiti’s Woes

By MICHEL DeGRAFF and MOLLY RUGGLES AUG. 1, 2014

CAMBRIDGE, Mass. - IN a classroom in Port-au-Prince, Chantou, 9, sits silently at her desk. Nervously watching the teacher, she hopes to be invisible. Like most of her 60 classmates, she understands little of the French from the lecture. But if her memorized lesson is not recited with perfect pronunciation and grammar, she may be ridiculed or punished by her teacher.

In a classroom on La Gonâve island, two 9-year-olds, Kelson and Dieuricame, hover over a computer, excitedly playing a math game. Chatting away in their native Haitian Creole (spelled Kreyòl in Haiti), they experiment together and solve problems. When the teacher announces the end of class, they ask, “May we come back later for more?”

The contrast between these two learning environments illustrates a fundamental challenge in Haitian education, one that implicates language and pedagogy, and has contributed to Haiti’s extreme poverty: The authoritarian French model, which makes children struggle to learn in a language they do not speak, still prevails over an alternative model, in which children build skills through active learning in their native Creole.

Creole evolved in the 17th century out of contact among varieties of French and West African languages. Most Creole words have their origins in French, but the languages have distinct grammatical structures and sound patterns; even when their words sound alike, they often have different meanings. Using French to teach Creole speakers, in short, is like using Latin to teach French speakers.

Under the 1987 Constitution, adopted after the overthrow of Jean-Claude Duvalier’s dictatorship, Creole and French have been the two official languages. But at least 95 percent of the population speaks only Creole. For the past two centuries, most communications in government, white-collar business, media and education have been in French. The preference for French has been internalized even by those who have no opportunity to learn the language. Such attitudes have started to change, but too slowly.

When children start school, they are forced to study in French, although there is no pedagogical support for this abrupt transition. As documented in a 2012 government report, most students resort to memorizing letters and sounds without understanding, and end up with low levels of literacy.

Happily, the government of President Michel Martelly, who ran on a platform of universal, free, compulsory education and took office in 2011, has increased access to primary education to 88 percent - up from 47 percent in 1993 and ahead of the United Nations Millennium Development Goals. The next hurdle is language. Study after study highlights the importance of using native language to establish the foundations of literacy, numeracy and basic scientific knowledge, with which other academic domains, including the study of French, can be pursued.

A collaborative initiative between M.I.T. and Haiti has produced a collection of Creole resources for science and math. In teacher-training workshops, one teacher told us, “When we teach in Creole, the students ask more questions.” And from a student, “The advantage of learning in Creole is that it is more explicit; it allows us to see more clearly.” At a June 2014 workshop, Prime Minister Laurent Lamothe, other officials and M.I.T. faculty members explored the challenges and opportunities facing Haiti with the sophistication and nuance that such a meeting demands: All of the materials were written in Creole.

Creole’s exile from Haitian education is tied to Haiti’s colonial past. Haiti won its independence from France in 1803 after a historic revolution, becoming the first republic governed by formerly enslaved people of African descent. Yet its European legacy is still valued more highly than the African and Creole ingredients of its culture. “What influence can Haiti ever have with its Creole?” the poet Carl Brouard once warned. “Parents, never speak Creole to your children.” The bias toward French keeps the elite’s interests well protected from the needs of the masses. Creole holds the potential to democratize knowledge, and thus liberate the masses from extreme poverty.

This proposed use of Creole in Haiti is akin to René Descartes’s elevation of French as a language for science in 17th-century France. Descartes switched from Latin to make science accessible to the French-speaking populace. French was considered vernacular and inferior, but he legitimized it as an academic language and thus cemented the establishment of the modern French nation. The “Francophonie” movement continues to be a mighty vehicle of French political and economic influence in the world.

A similar story happened in 17th-century Italy, where Galileo was among the first scientists to write in the vernacular instead of Latin. Creole in Haiti can similarly become an academic language, a tool for nation building and an instrument of political and economic progress.

Haiti’s government and civil society have started to come around, by supporting an expansion of the formal, written use of Creole in education and public administration and by legislating the creation of an academy for the promotion of Creole. They recognize that the language is a tool for economic empowerment.

Haitian elites need to catch up, and international aid agencies should support the process, so that Creole can acquire the cultural capital it needs to propel Haiti further along the path toward opportunity for all.

Michel DeGraff is a professor of linguistics at the Massachusetts Institute of Technology and directs its initiative to promote education in Creole in Haiti. Molly Ruggles is a senioreducational technology consultant at M.I.T.


EVERY DAY IN THE LIFE OF A HAITIAN STUDENT

Post by Bianca Tlougan, July 13, 2014

8:00 PM: It’s starting to get dark outside and once again, I have no electricity. I have a test tomorrow and I need to study and the little candle light really hurts my eyes. But, I don’t really have any other option so I light the candle and I start to study. Thank you God for this candle light and these matches. I would not be able to study without them.

8:45: My stomach is growling and I can’t focus on studying. I haven’t eaten since this morning but I knew that if I’d buy food I would not have any money left to get a bus to go to school tomorrow. As I grab a glass of water and a little piece of bread I pray to God for it to sustain me until my next meal; whenever that’s going to be. Help me God to continue my schooling. I have many hard years ahead of me but I know I can do all things through Christ who strengthens me!

11:00 PM: My thoughts are starting to drift off and I start dreaming of a better life; a life where I don’t go hungry almost every day; a life in a comfortable home, with freedom to make choices not dependent on the little money left in my pocket; a life in which I can have a family and provide for them…. I guess it’s time to go to bed. Sustain me Lord! You are my rock and my Provider.

1:00 AM: It is so hot and humid in my room and my back is hurting from sleeping on the floor for so long. Thank You Lord for a roof over my head to protect me from the rain. And thank you that I have a cement floor that doesn’t turn into mud when it rains, like it does for the people living in the tents near my home.

2:00 AM: The mosquitoes found me! Man, it itches a lot. I would go under the covers but it’s just so hot! Thank You Lord that I don’t sleep out in the open field!

3:30 AM: The street dogs are out fighting again for a little piece of food they found on the ground. Thank You Lord that my little home protects me from their sharp teeth.

5:30 AM: Gonna run to the pump and get some water to take a quick bath before my test. I’m feeling a little dizzy this morning. I have been eating mainly bread for a few weeks now. Thank You Lord that my hunger will not last forever and that better days are coming. Thank You that this is not my home. I look forward to spending eternity with You, in Heaven.

7:10 AM: I’ve been waiting for a tap tap for 15 minutes now. It’s market day and they are all full. I don’t have enough money for a moto. Lord, please help me find a seat on the next tap tap; I don’t want to miss my test today.

7:20 AM: Sitting on the tap tap and breathing in the amazing smell of the pate the person next to me is eating. I am so hungry! Sustain me Lord. Please calm these hunger pains! And thank you that I am on my way to school.

5:00 PM: Going to pump some water and wash my clothes. It takes me a long time to wash them since I have to wash them all by hand. Thank You Lord for water and soap to clean my clothes with.

6:15 PM: Sitting outside my home wondering how I will make it through the night with the hunger that I feel. Thank You Lord for my neighbor who had an extra bowl of rice tonight.


FOR MORE INFORMATION ON OUR PROGRAM:

Halo Learning, Inc. www.halolearning.org . Forest Lake, MN 55025. 612-655-1275

The little scenario in the beginning of this blog post is trying to show a glimpse of what many Haitian young people live through each day. Please pray for God’s hand of mercy, favor, comfort and provision for this nation.

The last couple weeks in Haiti have been intense. I am in the “Land in Between” now and struggling sitting still. God has spoken clearly that I am exactly where I need to be in order to learn the things He wants to teach me. I am learning SO MUCH about myself, the beautiful Haitian people, faith, Christianity, forgiveness, trust, surrender, blind faith…and the list can go on.

Last night I had the chance to stay in a Haitian home. For a few hours I was in there by myself- yep, I’m a bit crazy sometimes. Or maybe I blindly trust that my Lord will protect me when I am out and about, sharing His love. J I was way outside my comfort zone and had to rely on God at every second. With no screens on the windows and no bug net, crickets in my room, dogs barking outside my window all night, no electricity and being unable to charge my phone, no running clean water to drink, no privacy as people constantly came knocking on the door to see the “blan” (white person) visiting their little village, no fan to keep me somewhat cooler, sweating and getting bitten by mosquitoes… I got about two-three hours of sleep and woke up realizing how much we don’t understand in this country! Living constantly in the same conditions would make life REALLY difficult. I get cranky after one bad night sleep. I can’t imagine after 10 nights like this one. And 100. And 1,000….

Many have asked me: what now? And my answer is: I am waiting. God wants me in Haiti still. For how long- I have no idea. Anywhere between a week and 8 more months. I don’t have many answers but I have a whole lot of peace. So for now, I am staying with the Imsland family- they were missionaries at the same organization I was before, in the same village I’ve been in the last year. I’ve been helping out a couple friends with some projects here and I continue to process through the events in the last few weeks. I have been looking for jobs and applied for one job only- one I would REALLY love to get. They emailed me and I am hoping to schedule a phone interview with them soon; if that is God’s will.

Will you please pray for favor for me in the job search, for God to clearly direct my steps, for the courage and desire to be obedient at every step of His call and for His name to be glorified through it all. I am learning, I am growing and I am praising God for this crazy yet beautiful journey!

Posted by Bianca at 8:02 AM


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