Research on the Use of English and Creole in Postcolonial Mauritius

毛里求斯共和国是一个后殖民时代的多语言国家，有120万印度人、非洲人、法国人和中国人后裔。自1968年独立以来，毛里求斯已成为非洲经济最成功的国家之一，从甘蔗生产经济转向更多元化的模式，拥有强大的服务，纺织，旅游，BPO和IT行业部门。本研究是通过对6所不同地位的中学的562名学生和45名教师进行问卷调查和访谈进行的。所有参与者都是多语种的，并根据他们所处的环境转换语言。例如，他们对朋友和家人说克里奥尔语，对学校老师说英语和法语，在宗教仪式上说印地语、阿拉伯语或法语，通过电子邮件或在线聊天交流时说英语和克里奥尔语。学校的教学语言主要是英语，其次是较少使用法语。 关于我们 Ench和Creole。克里奥尔语在农村学校教师中比在城市学校教师中更受欢迎。农村学校中认为应使用克里奥尔语作为教学语言和克里奥尔语拼写应标准化的学生比例较高。一般来说，英语和法语被认为是与社会经济成功和声望相关的国际公认语言，而不是前殖民者的语言。祖先的语言与种族和文化渊源有关，但也被广泛认为没有很大的实用价值。克里奥尔语被认为是波多黎各人固有的特征，但对于是否应该将其作为正式的国家语言，意见不一。总而言之，年轻的毛里求斯人为自己的多元文化遗产感到自豪，倾向于放弃殖民包袱，更重视经济成就，日本与毛里求斯有很大的不同，因为日本教育是建立在日本社会、历史和经济范式的基础上的，而且几乎总是用日语授课。由于过去的殖民地地位，百慕大人很容易将教育所用的语言与所教内容分离开来。然而，由于全球化的发展，目标语言（如英语）也被用作教学媒介的沉浸式课程的重要性有所增加。因此，我们将受益于采取类似的方法，目前所采用的马达加斯加教育系统。然而，我们要适当注意这样一个事实，即母语对于确保和/或确认学生掌握了以一种全球性外语教授的内容的精髓是必不可少的。所举的例子是马达加斯加农村地区的教师使用克里奥尔语来弥补学生所面临的理解差距。少

The Republic of Mauritius is a postcolonial multilingual nation with 1.2 million inhabitants of Indian, African, French and Chinese descendents. Since its independence in 1968, Mauritius has come to be one of the most economically successful countries in Africa, moving from a sugar cane production economy to a more diversified model with strong services, textile, tourism, BPO and IT industry sectors. This study was carried out through the use of questionnaires distributed to and interviews conducted with 562 students and 45 teachers attending 6 secondary schools of varying statuses.All participants were multilingual and switched languages depending of the environment they were in. For example, they spoke Creole to friends and family, English and French to school teachers, Hindi, Arabic or French in religious ceremonies, and English and Creole when communicating by email or online chatting. The language of instruction at school was primarily English followed by a less frequent use of Fr … More ench and Creole. Creole was more popular among rural school teachers as compared to urban school teachers. There was a higher ratio of students in rural school who considered that Creole should be used as a language of instruction and that the spelling of Creole should be standardized. In general, English and French were considered as being internationally recognized languages associated with socio-economic success and prestige rather than the languages of former colonists. The ancestral languages were associated with the respect to ethnic and cultural origins but were also widely considered as not having great practical value. Creole was considered as being intrinsic to the Mauritian identity but views differed as to whether it should be made a formal national language. All in all, younger Mauritians were proud of their multicultural heritage and had a tendency to part with their colonial baggage and gave more value to economic success.Japan differs greatly from Mauritius inasmuch as Japanese education is founded on Japanese social, historical and economic paradigms and is taught almost invariably in the Japanese mother tongue. The ease with which Mauritians can dissociate the language in which education is being proffered and the substance of what is being taught is probably enhanced by their past colony status. However, due to increased globalization, immersion programs where the target language (such as English) is also used as a medium of instruction have increased in importance. As such, we would stand to benefit from taking a similar approach to that currently embraced by the Mauritian education system. We would, however, pay due regards to the fact that the mother tongue is essential for ensuring and/or confirming that the students have grasped the essence of what is being taught in a foreign global language. The example given would be that of Mauritian rural area teachers using Creole to supplement gaps of understanding faced by their students. Less