Dissertations / Theses on the topic 'Hatti (langue)'

L'objet de cette these est double : il s'agit de proposer un grand corpus d'haitien parle, tout en tentant, par le commentaire de ce corpus, d'eclairer la genese de ce creole. L'enquete a porte sur 20 localites du milieu rural ou ont ete interroges des temoins unilingues. L'enquete a permis de constituer une banque de donnees fiables. La plus grande partie de la these est dediee aux commentaires (vol. 1 et ii) associes aux cartes (vol. Iii, iv, v, vi). Cet ensemble est accompagne d'une introduction, de conclusions, de deux index et d'une bibliographie. Nous nous sommes interessee par dessus tout aux implications genetiques decoulant de l'examen des donnees geolinguistiques. Ce qui explique qu'en regle generale, dans les commentaires, l'accent soit mis sur l'analyse diachronique et comparative. Nous avons cherche a mettre en evidence, de facon systematique, le role du francais ("koine d'oil") dans la formation du creole haitien. L'examen du materiau linguistique collecte a permis de progresser dans la comprehension du phenomene de la creolisation. Le resultat le plus saillant de l'etude est la mise en evidence du caractere massif de l'heritage francais. Nous avons accorde moins d'attention au role des langues de l'afrique de l'ouest, sauf dans quelques commentaires et dans les conclusions ou se trouve explicite ce qui a pu etre decouvert des influences africaines au plan semantique et syntaxique<br>The purpose of the study is twofold : first, to elucidate the general processus of creolization of language in haiti ; second, to provide empirical input for further works. Our study centered on 20 localities. The methodology consisted of extensive interviews with illiterate unilingual peasants. The atlas brings together authentic data. The major part of this thesis is taken up by map's commentaries (vol. I and ii) and maps (vol. Iii, iv, v, and vi). The whole is rounded off with an introduction, a few conclusions (pp. 974-992), two index (pp. 993- 1016) and a bibliography (pp. 1017-1029). We were interested, above all, in the genetical implications that ensued from dialect investigation using the geolinguistic methods of dialect analysis. In general, in the commentaries, emphasis is laid upon diachronic and comparative study. Of special interest to us was the role or influence of french ("koine d'oil") in the formation of haitian creole (hc). The storehouse of information on dialects that has beeen compiled has contributed significantly to our understanding of the creolization phenomenon. The most important finding is the major role of the french language in the genesis of hc. Relative little attention was paid to west african influences, except in part of some commentaries, and in conclusions that discussed the african legacy. Both of the syntax and the semantics of hc show west african reflexes

Dire la Caraïbe et la mettre en scène, pour le peuple de la parole, demeure un défi essentiel et constant. Il s'agira pour les maîtres de la parole d'exprimer sa pluralité en ayant garde de laisser transparaître l'oral au sein de l'écrit. Entre différents genres, ils trouveront, langages, impressions et artifices pour écrire sa diversalité et son particularisme dans le Tout-Monde. Ainsi du Réel-Merveilleux au Néo baroque le " dit " créole francophone s'est exprimé et imprimé comme littérature<br>Say what is West Indies and produce it for the people of the speech, is a constant and essential challenge. For the master's of the speech the question is how to expose his plurality to let show the oral tradition in the script. Among various genres they will find, languages, pictures and artifices to express his diversity and peculiarity and the “Tout-Monde”. So from the “Réel-Merveilleux” till the Néo baroque, French Creole “dit” explain and impress himself as a literature

La thèse traite du plurilinguisme haïtien, de la maîtrise du français par les étudiants de l’Université d’État d’Haïti en présentant, à partir d’une analyse de productions en français de ces derniers, une photographie objective de leur degré de maîtrise de la langue. L’analyse a montré que s’ils n’ont pas une maîtrise du français proportionnelle aux quinze années d’apprentissage du/en français dans un système éducatif francophone où le français est langue seconde et officielle, leur degré de maîtrise de cette langue n’est pas handicapant pour leur processus d’appropriation de connaissances, contrairement aux appréhensions. Le problème reste et demeure celui de la pratique orale du français. L’étude a montré que les politiques linguistiques et éducatives élaborées en Haïti ne servent pas à éclairer et réguler les pratiques linguistiques, ni à améliorer la maîtrise du français. Ne se donnant pas les moyens, notamment pédagogiques et administratifs de leur application, elles favorisent l’illettrisme, la baisse du niveau de maîtrise du français et des autres langues, voire l’échec et le décrochage dans le cas de l’école en particulier. En outre, l’analyse des productions des étudiants nous a permis de décrire un français haïtien caractérisé par des normes endogènes qui font que ce parler est différent, à certains égards, de celui pratiqué dans n’importe quelle autre communauté francophone. Elle nous amène à l’évidence de la nécessité d’une réforme curriculaire, d’une nouvelle politique linguistique, de l’établissement d’une structure de formation des enseignants, d’une action sur le français, les langues, l’enseignement-apprentissage et le système éducatif haïtien en général<br>This thesis is about multilingualism in Haiti: it studies the mastery of French by students of the Université d’État d’Haïti by presenting an objective photography of their degree of competence in French based on the analysis of texts produced in this language by these students. The analysis shows that they don’t master French to the proportion of fifteen years of learning (in) French in a francophone educative system where French is a second and official language. However, their level of competence in this language is not a handicap in the process of acquiring knowledge, contrary to some apprehensions. The main problem is observed in their ability to practice oral French. This study shows that linguistic and educative policies in Haiti do not throw light on and do not regulate linguistic practices; they don’t help to improve competence in French. Since their pedagogical and administrative aspects are not outlined, they favor illiteracy, the lowering of the level of competence in French and in other languages. Sometimes, they might lead to failure and early drop-out phenomena in school. In addition, the analysis of students’ productions gives a picture of the system of Haitian French with own norms (normes endogènes) which set it apart from other varieties of French. It also shows that curriculum reform and new linguistic policies are necessary and an institute of teacher training is needed. They need concerted action about French, about the other languages and teaching-learning and about the Haitian education system in general

Deux principales langues d’Haïti (créole et français) se trouvent « mélangées » dans le contexte d’interactions sociopolitiques, intercommunautaires et sociodidactiques. Les périodes des élections présidentielles allant de 2000 à 2011 ont mis en lumière dans les discours publics une dynamique de pratiques ordinaires « inter-résolectales » et son corollaire d’insécurité « socio-pragma-linguistique ». Cette dynamique à l’oral s’inscrit dans l’histoire de l’île et de la société de plantation que les puissances coloniales y ont imposée. Cela génère des problèmes glottopolitiques. En s’appuyant sur théories du contexte, convoquées à partir d’un double ancrage interactionniste et variationniste, cette thèse tente de questionner, diagnostiquer, comprendre et modifier la place problématique de l’oral dans le système éducatif haïtien. Les résultats des analyses montrent une inégalité de réussite scolaire, professionnelle et universitaire, à cause de l’inadéquation et de la rupture entre les pratiques linguistiques scolaires et extrascolaires. Une démarche pragmatique est préconisée pour une didactique de l’oral haïtien, à l’aide de fiches techniques, pour tenter d’améliorer les pratiques scolaires en transposant les pratiques ordinaires dans l’enseignement<br>Two main languages of Haiti (creole and french) are " mixed " in the context of socio-political, intercommunal and sociodidactics interactions. The periods of presidential elections from 2000 to 2011 have highlighted in public discourse dynamics ordinary "inter-resolectal" practices and its corollary of "socio-pragma-linguistic" insecurity. This oral dynamic is part of the history of the island and plantation society that colonial powers have imposed. This generates glottopolitic problems. Based on theories of context, called from a double interactionist and variationist anchor, this thesis attempts to question, diagnose, understand and change the problematic of the oral part of Haiti's education system. The results of the analysis show an unequal of educational, professional and academic achievement, because of the inadequacy and the breakout between school and extracurricular linguistic practices. A pragmatic approach is advocated for the teaching of haitian oral , with datasheets, to try to improve school practices by transposing ordinary practices in teaching<br>De lang prensipal (kreyòl ak fransè) "melanje" nan kontèks entèyaksyon sosyopolitik, entèkominotè ak sosyodidaktik an Ayiti. Peryòd eleksyon prezidansyèl sòti nan lane 2000 rive 2011 yo fè parèt nan diskou piblik dinamik pratik òdinatè "entè-rezolektal" ak konsekans li ki se ensekirite " sosyo-pragma-lengwistik. " Dinamik oral sa a sòti nan listwa zile a ak sosyete plantè yo nan enpozisyon pouvwa kolonyal yo. Sa a vin bay pwoblèm glotopolitik. Sou baz teyori kontèks, apati yon doub ankraj intèyaksyonis ak varyasyionis, tèz sa ap eseye kesyonnen, fè dyagnostik, konprann ak modifye plas pwoblematik oral la nan sistèm edikatif ayisyen an. Rezilta analiz yo montre inegalite nan siksè edikatif, pwofesyonèl ak inivèsitè, akoz inadekwasyon ak blokaj ki genyen ant pratik lengwistik anndan ak andeyò lekòl yo. Yon demach pragmatik defann plas yon didaktik oral ayisyen , gras ak kèk fich teknik , pou amelyore pratik lekòl nan transpozisyon pratik òdinè yo nan ansèyman

L’objectif de cette analyse critique est d’évaluer les manuels scolaires créoles aux Petites Antilles françaises et en Haïti. Nous avons complémenté cette analyse avec des enquêtes sociolinguistiques auprès des Antillais qui ont déjà étudié ou enseigné le créole dans le milieu scolaire. Notre étude a montré que les manuels scolaires créoles des Petites Antilles françaises présentent certaines lacunes méthodologiques et linguistiques. Ces manuels n’utilisent que rarement le travail étymologique effectué en français sur les créoles à base lexicale française et ne prennent pas toujours en compte les autres recherches lexicales dans ce même domaine. Ils ne représentent que partiellement la réalité sociolinguistique de l’élève et s’appuient sur des méthodes d’enseignement traditionnelles basées sur la grammaire française, ce qui est aussi le cas pour la plupart des manuels haïtiens. Les manuels des Petites Antilles françaises sont plus axés sur les éléments folkloriques et moins sur les textes créoles modernes. Ces manuels visent le plus souvent à corriger les gallicismes des élèves plutôt qu’à leur enseigner de nouvelles compétences en créole. D’un point de vue sociolinguistique, les manuels haïtiens sont moins ouvertement complexés sur la relation du créole haïtien avec le français, mais il leur manque des éléments dans le domaine psycholinguistique. Les styles typographiques des manuels les plus anciens ne tiennent pas compte des besoins pédagogiques des jeunes enfants, tandis que les manuels plus récents, mieux structurés, semblent parfois utiliser un texte aléatoire traduit du français, alors qu’un texte original en créole haïtien aurait été mieux adapté. Les notions de littératie sont beaucoup plus présentes dans les manuels haïtiens que dans ceux des Petites Antilles françaises. En ce qui concerne le CAPES, ce dernier semble être caractérisée actuellement par un besoin urgent de réforme<br>The objective of this critical analysis is to evaluate Creole textbooks in the French Lesser Antilles and in Haiti. We've supplemented this analysis with sociolinguistic questionnaires among Creole-language educators in Guadeloupe, Martinique, and Haiti. We demonstrate that Creole textbooks in the French Lesser Antilles have certain methodological and linguistic shortcomings. These textbooks rarely make use of the etymological work done in French on French-based Creoles and do not always take into account other lexical research in the same field. The textbooks only partially represent the sociolinguistic reality of the students and rely on traditional teaching methods based on French grammar, which is also the case for most Haitian textbooks. Textbooks from the Lesser French Antilles focus more on folkloric elements and less on modern Creole texts. These textbooks most often aim to correct students' gallicisms rather than to teach them new Creole skills. From a sociolinguistic point of view, Haitian textbooks are less openly complexed about the relationship of Haitian Creole with French, but lack elements in the psycholinguistic domain. The typographical styles of the older textbooks do not take into account the pedagogical needs of young children, while the more recent, better structured textbooks sometimes seem to use a random text translated from French, whereas an original text in Haitian Creole would have been better adapted. Literacy concepts are much more present in Haitian textbooks than in those of the French Lesser Antilles. As far as the CAPES is concerned, the latter currently is characterized by an urgent need for reform

Ce travail s’inscrit dans le cadre de la linguistique fonctionnelle. C’est un mémoire de linguistique comparative historique qui se veut une contribution à l’établissement de la parenté entre trois franco-créoles : le haïtien, l‘antillais (Guadeloupe &amp; Martinique) et le louisianais et les variétés de français colonial. Une comparaison du syntagme prédicatif des trois franco-créoles est réalisée dans un premier temps puis la comparaison est établie avec les variétés de français colonial. Le corpus étudié est constitué de deux ensembles de textes. Il s’agit de textes créoles anciens et de documents relatifs aux variétés de français colonial. Les documents créoles étudiés s’étalent sur une période allant de 1671 à 1850, 1804 et 1867 respectivement pour les territoires de Guadeloupe / Martinique, Haïti et Louisiane. Le système TMA, la négation, les verbes sériels, la copule et l’expression du passif sont les points étudiés. Les points retenus pour l’étude ont été sélectionnés en vertu de l’intérêt qu’ils ont suscité dans la littérature<br>Within the framework of functionalism, this dissertation is a historical comparative research that aims at bringing a contribution to the establishment of relatedness between three French-based Creoles (Haitian, Antillean (Guadeloupe/Martinique) Louisianan and the varieties of colonial French. The predicative syntagm of the three Creoles are compared on one hand and on the other hand a comparison is established with the varieties of colonial French. The corpus is compound of two kinds of texts: the texts showing the early stage of the Creole languages and the documents showing the language state of Colonial French. The Creole documents extend from a period that starts from 1671 to 1850, 1804 and 1867 respectively for Guadeloupe / Martinique, Haiti and Louisiana. The TMA system, negation, serial verbs, the copula and the expression of passivity are studied. The choice of the topics was based on the great interest observed towards them in specialized literature

Orientador: Tânia Maria Alkmim<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-20T05:10:09Z (GMT). No. of bitstreams: 1 Caisse_PeterThomas_M.pdf: 1522538 bytes, checksum: e32efcde7b77ebf5203db6f4485d6d66 (MD5) Previous issue date: 2012<br>Resumo: O Haiti e a Luisiana são ligados por vários paralelos sociohistóricos. Ambos sofreram colonização francesa e espanhola, sendo mais marcados pela primeira. Nos dois lugares foi implantada a economia plantation na qual a mão-de-obra era de escravos do oeste da África. A organização social e demográfica resultante - isto é, uma população majoritariamente escrava e linguisticamente diversa que tinha contato limitado com os senhores franceses - levou à formação de dois crioulos franceses distintos e estruturalmente parecidos. Contudo, apesar dessas semelhanças do período colonial, atualmente, o crioulo haitiano é o crioulo mais falado do mundo e o crioulo da Luisiana está moribundo. Neste trabalho, examinam-se quais foram os motivos sociohistóricos do período pós-colonial que resultaram nessas duas realidades contrastantes, tratando da política linguística, especificamente a legislação linguística, a padronização e a educação, e de questões acerca de atitudes linguísticas, além de considerações mais práticas - geográficas e socioeconômicas - envolvidas na formação da vitalidade de uma língua<br>Abstract: Haiti and Louisiana are connected via a number of sociohistorical parallels. Both were colonized by the French and the Spanish, but were much more culturally and linguistically influenced by the French presence. In both places, the plantation economy system took hold with a labor force comprised of West African slaves. The resulting social organization and demography - i.e. a linguistically diverse slave majority with limited contact with their French masters - lead to the formation of two distinct but structurally similar French creoles. However, despite these similarities between Haiti and Louisiana during the colonial period, Haitian Creole is currently the most spoken creole language in the world while Louisiana Creole is moribund. In this thesis, the sociohistorical factors of the post-colonial period that resulted in these two contrasting linguistic realities are examined, with an analysis of the language policy - specifically language legislation, standardization, and education - and its impact, as well as that of language attitudes and of more practical issues such as geography and economics, in shaping the vitality of these two languages<br>Mestrado<br>Linguistica<br>Mestre em Linguística

My dissertation titled "Mambos, Priestesses, and Goddesses: Spiritual Healing Through Vodou in Black Women's Narratives of Haiti and New Orleans" reclaims the practice of Vodou as an integral African spiritual tradition through fiction by black women writers. I discuss how the examination of Vodou necessitates the revision of colonial history, serves as an impetus for reevaluating the literary representation of the black female migrant subject, and gives voice to communities silenced by systemic oppression. I parallel novels by contemporary women writers such as Erna Brodber, Jewell Parker Rhodes and Edwidge Danticat with Zora Neale Hurston's ethnographic research in the early twentieth century in order to examine how Vodou is utilized as a literary trope that challenges racist, stereotypical representations of African spirituality in American popular culture. It is also an examination of the shared socio-cultural history between Haiti and New Orleans that coincides with political and environmental changes. Although Vodou has been disparaged as primitive magic, my work demonstrates its profound social, cultural, and political significance; and its important transformations from a nineteenth-century practice to a twenty-first century strategy of survival.

More than 200 years have passed since Haiti cut loose from the French colonial empire. A lot has happened since, both to Haiti as a state and to the society as a whole. This study investigates the critiqued relevance of postcolonialism in the 21th century, taking stance in the question of language of instruction in the Haitian school system. Through a qualitative interview based method of data gathering and a comparison with a postcolonialistic theoretical framework, this study first examines the reasons why the recommended use of Haitian creole as language of instruction, rather than French, has been sparsely implemented with the supposed effect of keeping the majority of Haitians in poverty. Secondly it discusses the conclusions drawn on the issue and what they say about the role of colonial societal structures globally. After establishing proof for the prevalence of colonial societal structures as reasons for the dominance of the French language in Haiti, this report suggests further studies on the subject of the relevance of postcolonialism as a model of explanation for contemporary societal phenomena.

In this dissertation, I investigate the ways in which the phenomenon of racial and cultural hybridity inform and alter the social, political and cultural fabric of three creole cities of significant colonial influence, namely Saint-Louis of Senegal, Saint-Pierre of Martinique and Jérémie of Haiti during and after the colonial era. In particular, I examine the relevance of the French colonial city not only as a nexus of relational complexity but also as an ambiguous center of attraction and exclusion where multiple identities are created and recreated according to the agendas that influence these constructions. In order to articulate the main hypotheses of my thesis, I explore the key historical and social catalysts that have led to the emergence of Saint-Louis, Saint-Pierre and Jérémie as original creole cities. Through the critical analyses of contemporary literatures from Senegal, Martinique and Haiti by Fanon, Sadji, Boilat, Mandeleau, Confiant, Chamoiseau, Salavina, Bonneville, Moreau de Saint-Méry, Desquiron, and Chauvet and films by Deslauriers and Palcy, I illustrate the dynamics of creolization within the context of the French colonial city. I argue that the city engenders new narratives and interpretations of métissage that scholars have often associated with the enclosed space of the plantation. My dissertation intends to prove that the three French colonial cities of Saint-Louis, Saint-Pierre and Jérémie offer distinct interpretations and practices of processes of cultural and ethnic métissage. I propose that a correlation albeit a dialectical one, exists between the development of the French colonial city and the emergence of the mulattoes as a distinct class, conscious of its economic, sexual and political agency. I suggest that the French colonial city, represents both a starting point and a space of continuity that permits new forms of ethnic and cultural admixture. The articulation of such mixtures is made evident by the strategic positioning and creative agency of the mulatto class within the colonial city. The phenomenon of métissage is certainly not a novel subject as evidenced by the plethora of theories and studies advanced by scholars and intellectuals. My research is thus part of an existing critical literary corpus in Postcolonial and Francophone Studies and is inscribed within the theoretical framework of Creolization. My research observes from a historical, comparative and literary perspective, metis presence and consciousness in three specific spaces where colonial authority has been imposed, challenged, resisted and even overpowered (in the case of Haiti). My study therefore analyses the creative agency articulated by the metis ethnoclass in the colonial city and counters the claim of a passive assimilated group. As an in-between group, mulatto’s access to social, economic and political upward mobility are impeded by their ambiguous positioning within the larger community. Consequently, they resort to unconventional means that I refer to rather as creative ingeniousness in order to survive. Scholars usually focus on these “unconventional” practices as immoral rather than as strategies of self-reinvention and revalorization. As a result, representations of cultural and ethnic interconnections and hybridity are often projected in fragmentary ways. The figure of the metis women for example is overly represented in studies on métissage while metis men receive very little attention. My thesis thus intends to decenter narratives on métissage from the women and implicate equally the creative agency of metis males. My thesis expands on the complexities that inform processes of métissage during pre-colonial Saint-Louis in the early seventeenth century, Saint-Pierre from the period 1870-1902 and Jérémie during the dictatorship of Francois Duvalier. It examines further the city as a space that engenders new narratives and interpretations of the processes of creolization. Processes of métissage or creolization have often been described as the results of violent encounters that were colonial and imperial. Moreover, these clashes were inscribed within the enclosed space of the plantation. The city, representation of European pride and greed is an ambiguous space that attracts even as it excludes. Projected as an active commercial, economic and cultural hub, the city is soon engulfed by mass emigration. That site where the European image and culture is imposed, quickly evolves into a complex and chaotic web of human and material interaction giving rise to a complex creolized atmosphere. I propose that practices of métissage in the city are distinct from those generated in the belly of the slave ships, in the trading houses of Sub-Saharan Africa and on the sugar plantations of the French Antilles. I conclude with a look at the present context of métissage, I rethink the significance of racial and cultural hybridity in relation to contemporary cultural and social theories such as creolization, creoleness, and transculturation in articulating, interpreting and decoding a world in constant transformation.

Ce projet d’étude linguistique se porte sur les discours de Jean-Bertrand Aristide de 1991 à 2004 ; période au cours de laquelle, par son comportement verbal, celui-ci a développé et entretenu une relation passionnelle avec le peuple haïtien. En effet, l’importance des discours de l’ancien président d’Haïti, en tant qu’objet, vient de moyens linguistiques utilisés et qui font leur particularité. Ces derniers lui ont permis de poser des cloisons étanches entre les diverses couches de la société, mais aussi d’entretenir cette relation privilégiée connue et reconnue de tous. Ainsi, la parole politique a moins pour vocation de véhiculer un message que de construire un espace relationnel et identitaire. En partant du principe que tout discours cherche à influer l’auditoire, l’exciter ou apaiser ses émotions, ce projet, non seulement, nous a permis de comprendre la façon dont l’orateur en général communique ses sentiments à un auditoire, mais aussi, de comprendre le mécanisme discursif dans son accomplissement, en passant par son organisation, ses positionnements, et enfin, sa schématisation appropriée. En effet, Jean-Bertrand Aristide, pour influencer ou entraîner son auditoire, a incarné quelque chose qui le dépasse. Les termes mobilisés et la convergence des stratégies observées en témoignent. Par ce style, que nous qualifions de populaire, qui fige dans le temps et dans l’espace les représentations de ce peuple, nous avons pu entrer dans l’univers sombre et grandiose de ce peuple. De ce style coloré, qui allie la préciosité des valeurs de ce peuple ainsi que ces déchirements perpétuels autour d’un processus de rencontre et de distanciation, se dégage les relations conflictuelles, les positionnements idéologiques tenus, les jeux de masques, lesquels sont autant de procédés d’une performance socioculturelle qui ne relèvent pas uniquement de la compétence linguistique de J. -B. Aristide. Celui-ci relève également de cette capacité à choisir et donc à prévoir l’effet du discours dans un contexte donné, indispensable à toute stratégie discursive qui se veut efficace. La structure qu’il impose au fil de ces discours montre un ensemble qui trouve sa force de cohésion et de cohérence, non dans la justification au sens de Perelman mais dans la légitimation. Tout ce qui tient à ce peuple y est impliqué, dans sa substance d’être conscient ou inconscient de ce qu’il est. La puissance de l’unicité des faits rapportés et l’agencement argumentatif proposé saisissent l’auditoire d’une telle façon que ces discours produisent un impact réel sur le psychique de la société haïtienne. Les niveaux de hiérarchisations et leur répartition dans les discours identifiés, les variations tant structurelles que fonctionnelles observées dans les différentes phases de cette étude nous ont permis de mettre en évidence l’influence des différents paramètres linguistiques dans la production argumentative de Jean-Bertrand Aristide dans la mise sous contrôle des éléments constitutifs de l’imaginaire social institué au sens de Castoriadis<br>This project of linguistic study concerns Jean-Bertrand Aristide’s speeches from 1991 to 2004. By his verbal behavior, he has developed and maintained a passionate relationship with the haitian people. Indeed, the importance of his speeches, as object, comes from linguistic resources and means used that make their peculiarity. The latter enabled him to install hermetic dividing walls between the various layers of society while maintaining this recognized privileged relation to all and recognized by all. Thus, political discourse has less to do with conveying a message, rather than building a relational identity and sphere. Assuming that all discourse seeks to influence its public, excite or soothe emotions, this project not only helped us understand how the orator usually communicates his feelings to an audience, but also to understand the discursive mechanism in its fulfillment, through its organization, positioning, and finally its appropriate "schématisation". Indeed, Jean- Bertrand Aristide, to influence or lead his audience, embodied something that transcends him. The terms used and the convergence of the observed strategies testifies of that. Through this popular style that crystalizes in time and space the representations its people, we were able to enter into the dark world of this great nation. This colorful style, which combines the precious values of the people and the perpetual strife around a process of meeting and distancing emerging conflictual relationships, ideological positions held, games masks, which are all processes of socio-cultural performance which do not simply originate from the linguistic skill of J. -B. Aristide. It also originates from the ability to choose and thus to predict speech effects in a determined context, essential to any discursive strategy which aims to be effective. The structure of these speeches shows a set which finds its strength of cohesion and coherence, not in the justification in the sense of Perelman but in the legitimization. All which holds these people is involved there, in its substance to be conscious or unconscious of what it is. The power of the unicity of the reported facts and proposed argumentative arrangement seizes the audience in such a way that these discourses produce a real impact on the psychic mind of the haitian society. Hierarchical organizations and their distribution in the identified speeches, both structural and functional variations observed in the different phases of this study allowed us to highlight the influence of different parameters in the argumentative language production of Jean- Bertrand Aristide in the putting under control the essential components of the "imaginaire social institué, as described by Castoriadis

Ce travail de recherche basé sur une approche empirico-inductive est une description analytique et une synthèse interprétative des pratiques sociolinguistiques haïtiennes à partir des représentations du français et du créole (langues co-officielles). Situé largement devant le créole haïtien et l’anglais, le français se trouve au centre de la demande sociale pour son rôle dans l’insertion socioprofessionnelle en Haïti. De par sa fonction de langue seconde par rapport au créole, langue première en Haïti, il génère des phénomènes de discriminations, d’insécurité et de sécurité dans les interactions verbales scolaires et extrascolaires. Dans ce contexte, le créole francisé comme indice d’une double identité apparente (créolofrancophone) des scolarisés ne peut remplacer le français. L’autogestion de la pluralité linguistique haïtienne est alors envisagée dans une sociodidactique de « terrain » afin de réduire l’insécurité linguistique et faciliter la réussite éducative. Cette recherche propose comme démarche, une « didactique énonciative contextualisée » considérant le français haïtien comme un construit à partir des ressources linguistico-culturelles locales autogérées et partagées et capable de transposer les pratiques quotidiennes extrascolaires des apprenants locuteurs en pratiques scolaires ordinaires pour libérer la parole<br>Based on an empirico-inductive approach, this research is an analytical description and interpretative synthesis of Haitian sociolinguistic practices from the perceptions of both French and Creole (co-official languages). Positioned way ahead of Haitian Creole and English, French is at the core of social demands due to its role in socioprofessional integration in Haiti. Because it functions as a second language compared to Haitian Creole – first language in Haiti – it generates discriminations, insecurity and security in school and extracurricular verbal interactions. In this context, Frenchified Creole as an index of school-goers' apparent double identity (CreoloFrench-Speaking) can not replace French. The self-management of Haitian linguistic plurality is then considered through « field » sociodidactics so as to reduce linguistic insecurity and facilitate educational success. The approach proposed in this study is « contextualised enunciative didactics ». It considers Haitian French as a construct from local, self-managed and shared linguistico-cultural ressources, and it allows to transpose the speaking learners' daily extra-curricular practices into ordinary school practices to liberate speech<br>Travay rechèch sa a ki chita sou yon apwòch anpiriko-endiktiv se yon deskripsyon analitik e yon sentèz entèpretativ pratik sosyolengwistik ayisyèn yo apati reprezantasyon fransè ak kreyòl (lang ko-ofisyèl). Pou wòl li nan ensèsyon sosyopwofesyonèl, fransè plase nan sant demand sosyal la devan lontan kreyòl ayisyen ak anglè. Fonksyon lang segond li parapò ak kreyòl, lang premyè an Ayiti, kreye fenomèn diskriminasyon, ensekirite e sekirite nan entèraksyon vèbal eskolè ak ekstra-eskolè. Nan kontèks sa a, kreyòl fransize kòm endis yon doub idantite sou po (créolofrakofòn) pou eskolarize yo pa kapab ranplase fransè. Otojesyon pliralite lengwistik ayisyèn nan antre nan yon sosyodidaktik « de teren » pou kapab diminye ensekirite lengwistik la epi fasilite reyisit edikativ yo. Rechèch sa a pwopoze kòm demach, yon « didaktik enonsyativ kontekstyalize » pendan l’ap konsidere fransè ayisyen kòm yon konstwi (siman) ki soti nan resous lengwistiko-kiltirèl lokal ki jere tèt yo epi ki se yon pataj ki kapab transpoze pratik bese-leve ekstra-eskolè aprenan lokitè yo an pratik eskolèòdinè pou libere la paroli

The Farming of Bones is Edwidge Danticat’s novel about Amabelle Desir, a Haitian migrant in the Dominican Republic during the 1937 Haitian massacre. The Massacre is a historical fact presented through a fictional text that acts as a testimonial. The purpose of this thesis is to demonstrate how Danticat, in her role as an activist, urges readers to become social justice seekers and enter the discourse of race. Through an examination of Carl Jung’s and Vodou’s shadow theories in regards to the construction of a racial identity by Haitians and Dominicans, I uncover the racial narratives in place from Haiti’s colonization and independence to our current time. Danticat, through the novel, moves the reigning racial paradigm out of the shadow and thus allows readers to reflect on its effects. Thus it is not only the characters in the novel that must confront the shadow, but the readers themselves.

Cette thèse renseigne sur la structuration du discours d’écoliers haïtiens à des stades spécifiques de leur acquisition du français langue de scolarisation. A partir de tâche narrative de construction de récit, elle étudie d’une part leur capacité à mettre en mots des événements complexes, à produire un récit structuré et cohérent (analyse macro-structurelle) et, d’autres part, les moyens référentiels qu’ils mobilisent pour introduire, maintenir, réintroduire les protagonistes l’histoire à raconter (analyse micro-structurelle). Les récits ont été recueillis en créole haïtien L1 et en français L2 à partir de la planche narrative les Oisillons. Le corpus est constitué de 160 récits (80 en créole haïtien, 80 en français). Les enquêtés, d’âge et de niveau scolaire différents (9-10 ans/4ème année et de 11-12 ans/6ème année) viennent de 4 écoles différentes de la capitale haïtienne, positionnées différemment sur l’échelle des valeurs sociale et scolaire. L’âge, le niveau scolaire, le contexte d’appropriation du français ont été considérés pour les deux axes d’analyse. Les investigations portent essentiellement sur les récits produits en français L2, langue en cours d’acquisition mais certains éléments sont examinés au regard de la L1. Les résultats d’analyse révèlent principalement une variation importante dans le développement de la capacité narrative et linguistique des sujets en L2 entre les quatre groupes scolaires représentés. Ils montrent par la même occasion l’influence de l’école, lieu principal d’acquisition du français sur le développement des compétences linguistiques des écoliers haïtiens en L2, aspect qui est décrit dans cette présente étude<br>This doctoral dissertation provides information on how Haitian pupils structure their written text at specific stages of the process of acquiring French as their academic language. Examining how narrative stories are constructed, on the one hand, the capacity of students to express complex events (macro-structural analysis) and, on the other hand, the referential means that are put to work: introducing, maintaining, and reintroducing the protagonists and the story to tell (micro-structural analysis). Stories have been gathered in Haitian Creole L1 and in French L2 from the story les Oisillons (Young birds). The corpus is made up of 160 stories (80 in Haitian Creole, 80 in French). The pupils surveyed whose age and school level are different (9-10 years old / 4th grade and 11-12 years old / 6th grade) come from 4 different schools of the Haitian capital. These schools occupy different positions on the scale of social and school values. Several factors including age, school level, and acquisition context of the French language have been considered for the two axes of analysis. The research focuses mainly on stories written in French L2, which is the language in the process of being acquired, but some elements of L1 are also examined. The results of the analysis reveal mainly an important variation in the development of the narrative and language capacity of the subjects in L2 between the 4 school groups that are represented. At the same time, it is shown how school which is the main place for the acquisition of French influences the development of language competence of Haitian pupils in L2. This is the point that is described in this study

La présente étude a pour objet l’analyse d’un corpus romanesque témoignant d’une évolution de ce genre au sein de trois champs littéraires francophones d’Amérique. La Lézarde d’Édouard Glissant (1958; Antilles françaises), La nuit de Jacques Ferron (1965; Québec), Prochain épisode d’Hubert Aquin (1965; Québec) et Mûr à crever de Frankétienne (1968; Haïti) provoquent ce changement par l’entremise d’un récit dont la lecture s’avère problématique. Une analyse du discours de chacun de ces romans révèle que les difficultés lecturales sont entraînées par un refus des conventions propres au discours romanesque et à tout acte de communication. C’est dire que l’énonciation est en quelque sorte « non-rationnelle ». Suivant cette analyse, chaque texte est mis en rapport avec son contexte institutionnel. Au Québec, les romans d’Aquin et de Ferron, en plus du Désert mauve (1987) de Nicole Brossard, témoignent d’un nouveau type d’engagement où est mis à profit une certaine illisibilité. Chez Glissant, les difficultés de lecture ont comme but d’entraîner une opacité, laquelle est garante d’une nouvelle conception de l’identité et de l’Histoire. Chez Frankétienne, l’indétermination produite par l’énonciation non-rationnelle ambitionne plutôt de changer la perspective du lecteur.Dans tous les cas, l’énonciation se voit accordée une fonction socio-esthétique où l’engagement procède non seulement du référent fictif, mais aussi d’une énonciation –et donc d’une lecture– qui ne va pas de soi<br>This thesis proposes to analyse four Francophone novels from three different regions ofAmerica : La Lézarde by Édouard Glissant (1958; French Antilles), La nuit by Jacques Ferron (1965; Quebec), Prochain épisode by Hubert Aquin (1965; Quebec) and Mûr à crever by Frankétienne (1968; Haiti). Each of these novels brings about a shift in how novels are conceived in their respective literary traditions (Quebec, Haiti, French Antilles). A close reading of each work shows that the reading difficulties provoked are the result of a refusal to adhere to certain conventions, some of which are intrinsic to fictional narratives and others which determine all forms of linguistic communication. It can therefore be said that such narratives are “non-rational”. Following this close reading, the links between each text and its context are revealed. In Quebec, the novels of Aquin and Ferron, along with Nicole Brossard’s Désert mauve (1987), bear witness toa new type of literary engagement which favours illegibility. With Glissant, the fact that a literary text is not easily readable is meant to promote opacity which, in turn, aims at conceiving identity and history differently. With Frankétienne, the indeterminacy brought about by “non-rational enunciation” seeks a shift in the reader’s point of view.In each of the aforementioned works, enunciation carries a socio-aesthetic function whereby activism is carried not only by the story told, but also by the storytelling

L'imaginaire et l'ecriture de jacques roumain (1907-1944) sont etudies a travers l'analyse de son oeuvre polymorphe et la consideration des espaces culturels dans lesquels il a evolue. Ses voyages en amerique et en europe, la pratique de metiers dans des domaines tels que le journalisme, la litterature, l'ethnologie, l'archelogie, ses engagements sociaux, la frequentation de certains milieux cosmopolites, ont contribue a faire grandir sa notoriete en haiti et a l'etranger. Roumain a su passer du local a l'universel. La posterite retrouve dans ses ecrits les echos des evenements de la premiere moitie du xxeme siecle et meme d'un passe plus lointain : l'esclavage, la colonisation, l'occupation americaine, les revoltes des paysans cacos, le vaudou, l'exode rural, l'emigration, le mouvement indigeniste, les mouvements de negritude des annees 20 et 30, certains courants europeens. Dans ses poemes figurent des themes varies. Dans ses essais et dans ses nombreux articles de journaux, il s'est exprime sur la politique, la religion, l'art, etc. Roumain se situe dans la meme lignee que d'autres ecrivains haitiens tels que justin lherisson, jean price mars, jacques stephen alexis, edris saint-amand, pour certains themes traites. Dans sa recreation romanesque de l'espace haitien et dans ses descriptions d'une nature animee, toute puissante, l'ecriture de roumain se rapproche de celle giono et de ramuz. Roumain decrit la paysannerie haitienne, son syncretisme, son folklore dans la montagne ensorcelee et gouverneurs de la rosee alors que dans la proie et l'ombre et les fantoches, il presente les citadins de sa generation. Le metissage linguistique du creole haitien et du francais, la polyphonie, les images, les references historiques, les leitmotive, mythes et symboles utilises, les objets, les personnages et lieux decrits, temoignent du double aspect poetique et realiste de son oeuvre<br>Jacques roumain's imageries are examined through the analysis of his polymorphous writings and social circles. His travels in america and in europe, his numerous occupations, his fictions about haiti have made him famous. The new generations find in jacques roumain's works images of the time (1907-1944) and even of a further past. Jacques roumain's poems contain various themes. His political and social ideas are in his essays and in his articles. His novels gouverneurs de la rosee and la montagne ensorcelee show the haitian country side, while the town and people of roumain's generation are in la proie et l'ombre and les fantoches. Relying on historical and cultural references, the author's fictional descriptions reflect many symbols, myths and images. Additionally, the combination of haitian creole and french is evidence of a unique coexistence of poetry and realism

This cross-sectional study extended Snyder's Hope Theory (1991) by analyzing the difference in trait hope levels, pathway thinking, and agency thinking of pre-literate (no prior access to literacy) and non-literate (access to literacy, but little or no prior literacy education) Haitian adults. The data were derived from archival records of 135 students enrolled in Haitian-Kreyol adult literacy classes in Petit-Goave, Haiti. Mann-Whitney U results indicated that there were no significant differences in trait hope, pathway thinking, or agency thinking between the pre-literate and non-literate Haitian adults. Both groups reported average trait hope, average pathway thinking, and low agency thinking. Potential implications for adult literacy program and curriculum developers, evaluators, and teachers are discussed.<br>Ph.D.<br>Doctorate<br>Education and Human Performance<br>Education; TESOL Track

This thesis entitled Umoya Wamagama endeavors to establish the nature of the relationship between IsiZulu and Haitian Kreyòl. As a member of the Nguni group, IsiZulu is spoken by Africans. On the other side, Kreyòl is spoken by African descendants of Haiti, the world's first Black independent Republic. Viewed from a multidisciplinary perspective, these two languages exhibit a significant relationship, hence this important observation: IsiZulu- Haitian Krèyol: So Close, Yet So Far! In other words, they are far from a linguistic point of view but close from a psycho-theological perspective. * So Far: Comparative linguistics shows that Kreyòl is genetically related to French and Latin. * So Close: Born in Haiti during the Trans Atlantic Slave Trade, Kreyòl keeps alive the spirit of the African ancestors and still contains linguistic roots of ancestral languages. Vital and vibrant is this historical relatedness linking the two languages. While Haitian Kreyòl is genetically related to French and Latin, it shares with IsiZulu an ancestral psychodynamic and theological paradigms deeply rooted in Ubuntu. Umuntu ngumuntu ngabantu. These words crystallize the essence of Ubuntu. Its psychological and theological study transcends the literal language. In that regard Umoya Wamagama refers to both literal and figurative linguistic expressions. The emphasis however is more on the words which connote additional layers of meaning rather than those which simply denote their meanings. The method used in this thesis is comparative, descriptive, investigative, analytic and exegetic when necessary. Providing evidence of linguistic relationships, the comparative and analytic approach then embraces the semantic field of IsiZulu-Kreyòl as a significant psycholexicology where explanations puts an emphasis on the meaning and the spirit of the words. Siye ngomoya wamagama. Hence, the core question of addressing the psychological and theological dimensions of this research which is based on a multidisciplinary approach. After 500 years, in the wake of European colonial expansion, the Spirit of the African slaves is still alive in the psyche and the language of the Haitian people. As we said above: Yize isiKreyòl saseHaiti sifuze nesiFulentshi nesiLatini, sabelana nesiZulu ngokwemisuka nangokwezimiso zezinkolelo okunezimpande ezijulile emfundisweni yobuntu. IsiZulu and Kreyòl are related through an ancestral psychodynamic and theological paradigms rooted in Ubuntu.<br>African Languages<br>D. Litt. et Phil. (African Languages)