A Creole language is one born out a contact/collision between two or more languages. In its initial stage it is called a pidgin, a language with limited resources, but when it becomes the L1 (first language, mother tongue) of a group it is becomes a Creole language, a language which satisfies the linguistic and cultural needs of the group of native speakers.
If at the origin of our language, Mauritian Creole (MC) there was the presence of French and some African language, it is now safe to say that when the British took over Mauritius and later indentured labourers from India were brought in, the Creole language which had developed entered a new phase of repidginisation as a result of contact with English and Bhojpuri specially. Two phonemes (sounds used to generate words) not found in French carved a niche into the language. They are represented in 'Grafi Larmoni' by the grapheme 'j' as in 'jos' (pleasure with a sexual overtone), 'jal' (cymbals), 'jalsa' (great fun), 'job' (a job) and by the grapheme 'ch' as in 'chacha' (uncle), 'chombo' (hold tight), 'chichi' (exclamation of disgust), 'cholo' (idiot/moron), 'chalta' (a fruit). After a brief period of repidginisation to adapt to the new reality, the language went through a rapid process of accelerated creolisation to finally become today the L1 of roughly 80% of the population, the L2 (a second language) of the remaining 20% and the de-facto (not de-jure) national language. This is the reason why it is believed that it should be renamed 'Morisien' (Mauritian) for Mauritius and 'Rodrige' (Rodriguan) for Rodrigues. If creolisation was a stage in the evolution of the language, it has now reached a new stage: the symbol of nationhood for Mauritius and Rodrigues. Hence it would be advisable in due course, when there is a consensus, to give the language its rightful name.
We are very lucky in the Republic of Mauritius to have the two most dynamic and vital languages, MC and English, which are both Creole languages, as the national and official language respectively. Consequently the passage from the national language to the official language can be smooth and highly productive. Yes, English is also a Creole language. A contrastive analysis of the grammar of the two languages will make this clear.
Both languages have only two tenses: past and non-past.
In both languages the future is indicated by either a modal [(will, 'll) (pou or ava/va)] or by an adverb of time. 'Tomorrow I'm going to Rodrigues' or 'Tomorrow I'll go to Rodrigues'; 'Dime mo pe al Rodrig' ou 'Dime mo pou al Rodrig'.
Both languages use aspect markers to define clearly the contours of verbs. This grammatical feature is inexistent in French which is forced to use periphrases. Look at these examples: 'I eat/ I am eating / I have eaten.' (Mo manze / Mo pe manze / Mo finn manze.)
French grammaticalises gender whereas in MC and English gender is sex-based.
If at surface level MC appears to be close to French, at a deeper level there are great grammatical facilitators to ease the journey from MC to English. This is why Mauritians learn English faster than French although they are less exposed to it.
MC/English bilingualism is not only essential to all Mauritians; it is also something which can easily be acquired.
The Republic of Mauritius boasts of a high level of literacy (approx. 90% according to official figures1). This is very far from the truth specially if we consider that in today's world basic literacy is vastly inadequate and the national aim should be UNIVERSAL FUNCTIONAL LITERACY. A generous but reliable figure would be closer to 25% of the population having mastered functional literacy. In spite of heavy public and private investments in education we have lost the battle against illiteracy. Why? Simply because we have the most absurd language policy in the world. We expect children of 5 to be able to learn to read, write and count in 3 foreign languages simultaneously (English, French and an ancestral language - Hindi, Urdu, Mandarin, Arabic, Tamil, Telegu or Marathi) when they have not yet fully mastered their L1 which is not a medium of instruction and is used only as a support language when communication breaks down.
The PREVOKBEK course devised for children who have failed the end of primary schooling course exam (CPE) twice and are non-literate and non-numerate after 7 years of schooling has shown beyond any doubt that L1 literacy (MC) and L2 literacy (English) can be quickly achieved through the right language policy and a pedagogy which makes good use of the cultural resources of the child.
To ensure truth, justice and reconciliation we must empower the wretched of the earth. Empowerment means among other things the right education and the right education cannot take place if the language of the child is ignored. We must aim at L1 literacy and MC/English bilingualism. The following decisions could quickly be made.
The PREVOKBEK principles, methodology, pedagogy should without delay be introduced in all prevocational classes run by all educational authorities. If parents from other ethnic groups have other preferences, at least AfroKreol parents and children should have access to a course which will definitely generate dignity, self-confidence and a strong foundation on which the future can be built.
The IVTB should adopt MC/English oral and written bilingualism to allow Prevok graduates (female and male) to follow training courses. Again. If parents from other ethnic groups have other preferences, at least AfroKreol parents and children should have access to a course which will definitely generate dignity, self-confidence and a strong foundation on which the future can be built.
L1 literacy and numeracy together with literacy and numeracy in English should become the hard core of primary education. All other subjects should be optional and non-examinable. AND AGAIN. If parents from other ethnic groups have other preferences, at least AfroKreol parents and children should have access to a course which will definitely generate dignity, self-confidence and a strong foundation on which the future can be built.
We have already wasted too much time due to our shortsightedness and prejudices. Please let us not waste time anymore. At least let us start to offer these facilities to the AfroKreols for whom MC is an ancestral language, a mother tongue and a national language. Father Gregoire was applauded when he proposed this on Thursday 01.05.08. Let us all support him for in his wisdom are the fruits of peace and development for one and all.
05.05.08
1The authorities confuse schooling with literacy. They think that all those who've been to school are literate. Moreover they use a Victorian definition of literacy: a person, who can painfully scribble a few signs called a signature, is literate. Literacy is a different thing. It means more sophisticated creative, dynamic and progressive skills.