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，拥有120万印度、非洲、法国和中国后裔的居民。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经济模式，拥有强大的服务业、纺织业、旅游业、业务流程外包和IT行业。本研究通过对6所不同身份的中学的562名学生和45名教师进行问卷调查和访谈来进行。所有参与者都会说多种语言，并根据他们所处的环境切换语言。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，其次是法语，更多的是法语和克里奥尔语。与城市教师相比，克里奥尔语在农村教师中更受欢迎。农村学校学生中有较高比例的学生认为应该使用克里奥尔语作为一种教学语言，并认为克里奥尔语的拼写应该标准化。一般来说，英语和法语被认为是国际公认的语言，与社会经济的成功和声望有关，而不是前殖民者的语言。祖先语言与尊重种族和文化起源有关，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毛里求斯固有的特征，但对于是否应将其定为正式的国家语言，意见不一。总而言之，年轻的毛里求斯人对他们的多元文化遗产感到自豪，并倾向于摆脱殖民包袱，更多地重视经济上的成功。日本与毛里求斯有很大的不同，因为日本的教育是以日本的社会、历史和经济模式为基础的，而且几乎总是用日语授课。毛里求斯人可以轻松地将提供教育的语言和所教授的内容分离开来，这可能是因为他们过去的殖民地地位。然而，由于全球化的增加，目标语言（如英语）也被用作教学媒介的浸入式课程变得越来越重要。因此，我们将从采取毛里求斯教育系统目前采用的类似方法中受益。然而，我们会考虑到这样一个事实，即母语对于确保和/或确认学生掌握了用外语教授的内容的本质是必不可少的。举例来说，毛里求斯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