Relevant bibliographies by topics / Mauritius – Languages

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Mauritius – Languages'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Mauritius – Languages"

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Thornton, E. Nicole. "RACE, NATIVITY, AND MULTICULTURAL EXCLUSION." Du Bois Review: Social Science Research on Race 16, no. 2 (2019): 613–45. http://dx.doi.org/10.1017/s1742058x19000237.

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AbstractThis article examines the exclusion of Afro-Mauritians (or Creoles) in Mauritian multiculturalism. Although Creoles represent nearly thirty percent of the population, they are the only major group not officially recognized in the Mauritian Constitution (unlike Hindus, Muslims, and the Chinese) and they experience uniquely high levels of socioeconomic and political marginalization despite the country’s decades-long policy of official multiculturalism. While scholarship on multiculturalism and nation-building in plural societies might explain the exclusion of Creoles as a breakdown in the forging of political community in postcolonial Mauritius, I build on these theories by focusing on the tension between diaspora and nativity evident in Mauritian public discourse. Using the politics of language policy as a case study, I examine why the Kreol language in Mauritius—the ancestral language of Creoles and mother tongue of the majority of Mauritians—was consistently rejected for inclusion in language policy until recently (unlike Hindi, Urdu, and other ethnic languages). In my analysis of public policy discourse, I map how Creole ethnic activists negotiated Kreol’s inclusion in multiculturalism and highlight their constraints. This analysis shows that through multiculturalism, non-Creole political actors have created ethnic categories of inclusion while reciprocally denoting racially-excluded others defined by their lack of diasporic cultural value. I argue that groups claiming diasporic cultural connections are privileged as “ethnics” deemed worthy of multicultural inclusion, while those with ancestral connections more natively-bound to the local territory (such as Creoles, as a post-slavery population) are deemed problematic, culturally dis-recognized, and racialized as “the Other” because their nativity gives them a platform from which to lay territorial counter-claims to the nation.
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Kumari Jugnauth, Kobita. "English and Mauritian Creole: A Reflection on How the Vocabulary, Grammar and Syntax of the Two Languages Create Difficulties for Learners." International Journal of Applied Linguistics and English Literature 7, no. 2 (February 1, 2018): 204. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.2p.204.

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The purpose of this paper is to reflect on the various linguistic reasons that cause Mauritian students to experience difficulties while learning English. As Mauritius is a former British and French colony, most Mauritians are bilinguals. Both English and French are compulsory subjects up to Cambridge O’Level. English is the official language and also the language of instruction but French is much more widely used and spoken. Also Mauritian Creole is the mothertongue of the majority of Mauritians. This linguistic situation impacts heavily on the teaching and learning of English both at primary and secondary level. Often, students encounter a number of problems at the vocabulary and grammatical level ; these are due to the linguistic specificities of both English and Mauritian Creole. Today, the different types of ‘ Englishes’ emerging around the world, are making it increasingly confusing for teachers to teach this language and for learners to learn it.
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Sonck, Gerda. "Language of Instruction and Instructed Languages in Mauritius." Journal of Multilingual and Multicultural Development 26, no. 1 (January 15, 2005): 37–51. http://dx.doi.org/10.1080/14790710508668397.

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Rajah-Carrim, Aaliya. "Choosing a spelling system for Mauritian Creole." Journal of Pidgin and Creole Languages 23, no. 2 (September 17, 2008): 193–226. http://dx.doi.org/10.1075/jpcl.23.2.02raj.

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Mauritian Creole (Kreol) is a French-lexified creole spoken on post-colonial and multilingual Mauritius. Although it is extensively used, it has not been officially standardised. The choice of a given orthography reflects language beliefs and is therefore ideologically loaded. More specifically, the way creoles are standardised can reflect the bias towards these languages which are seen as inferior to, and dependent on, their lexifiers. In the Mauritian case, this issue is especially significant because there are now efforts to devise an official standard for the language. In 2004, the Government set up a committee to develop a standard orthography for MC. This paper considers use of, and attitudes to, written Kreol. The material presented is based on interviews conducted in Mauritius and participant observation. Although interviewees do not make extensive use of Kreol in written interactions, they tend to support the promotion of literacy in the language. Responses highlight the tension between Kreol and the colonial languages — English and French — and also the role of Kreol as an index of national identity. Our findings confirm that the choice of an orthographic system reflects linguistic and social hierarchies. I conclude that this study has practical social implications for the standardisation of Kreol.
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November, Kiat. "The Hare and the Tortoise Down by the King’s Pond: A Tale of Four Translations." Meta 52, no. 2 (August 2, 2007): 194–201. http://dx.doi.org/10.7202/016065ar.

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Abstract This paper looks at the linguistic situation on the island of Mauritius, as revealed by the analysis of four translations of a folk-tale, originally an oral tale recounted by African slaves. The languages involved are Mauritian Creole, French and English. A brief account of the Mauritian historical and socio-linguistic development is given to contextualize my investigation. I then examine the translations from the conceptual framework of ideology, arguing that not only were they the instruments of the translators’ ideological convictions but that, in the process, they also came to symbolize the asymmetrical linguistic relations in Mauritius.
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Bissoonauth, Anu. "Language shift and maintenance in multilingual Mauritius: the case of Indian ancestral languages." Journal of Multilingual and Multicultural Development 32, no. 5 (September 2011): 421–34. http://dx.doi.org/10.1080/01434632.2011.586463.

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Auleear Owodally, Ambarin Mooznah. "Juggling languages: A case study of preschool teachers' language choices and practices in Mauritius." International Journal of Multilingualism 9, no. 3 (August 2012): 235–56. http://dx.doi.org/10.1080/14790718.2011.620108.

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Eisenlohr, Patrick. "Religion and Diaspora: Islam as Ancestral Heritage in Mauritius." Journal of Muslims in Europe 5, no. 1 (May 28, 2016): 87–105. http://dx.doi.org/10.1163/22117954-12341320.

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Orientation towards a point of political and historical allegiance outside the boundaries of the nation-state is often taken to be a defining quality of diasporas, and this aligns with the ubiquitous tendency of Islamic practice to engage with sources of long-distance, or indeed global, religious authority. In this article, I shall investigate the dimensions of religious and political long-distance allegiances by analysing Mauritian Muslims as a diasporic formation. Looking at debates between proponents of Barelwi, Deobandi and Salafi traditions of Islam and disagreements between Urdu and Arabic as ‘ancestral languages’, I show the malleability of diasporic orientations manifest in such ‘ancestral culture’. This is not just a matter of theological contestation, but represents forms of belonging driven by local politics in a context where the state privileges the engagement with major, standardised forms of religious tradition as ancestral heritage.
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Ankiah-Gangadeen, Aruna, and Michael Anthony Samuel. "Biography, policy and language teaching practices in a multilingual context: Early childhood classrooms in Mauritius." South African Journal of Childhood Education 4, no. 2 (December 24, 2014): 16. http://dx.doi.org/10.4102/sajce.v4i2.204.

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Language policies in education in multilingual postcolonial contexts are often driven by ideological considerations more veered towards socio-economic and political viability for the country than towards the practicality at implementation level. Centuries after the advent of colonisation, when culturally and linguistically homogenous countries helped to maintain the dominion of colonisers, the English language still has a stronghold in numerous countries due to the material rewards it offers. How then are the diversity of languages – often with different statuses and functions in society – reconciled in the teaching and learning process? How do teachers deal with the intricacies that are generated within a situation where children are taught in a language that is foreign to them? This paper is based on a study involving pre-primary teachers in Mauritius, a developing multilingual African country. The aim was to understand how their approach to the teaching of English was shaped by their biographical experiences of learning the language. The narrative inquiry methodology offered rich possibilities to foray into these experiences, including the manifestations of negotiating their classroom pedagogy in relation to their own personal historical biographies of language teaching and learning, the policy environment, and the pragmatic classroom specificities of diverse, multilingual learners. These insights become resources for early childhood education and teacher development in multilingual contexts caught within the tensions between language policy and pedagogy.
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Prayag, Girish, and Chris Ryan. "Visitor interactions with hotel employees: the role of nationality." International Journal of Culture, Tourism and Hospitality Research 6, no. 2 (June 1, 2012): 173–85. http://dx.doi.org/10.1108/17506181211233090.

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PurposeThis paper aims to report the results of a study into visitor evaluations of interactions with hotel employees in Mauritius. Given that the island's core tourism product is based on luxury resorts, tourist‐hotel employee interactions possess a potential for determining satisfactory or unsatisfactory holiday evaluations on the part of visitors.Design/methodology/approachA sample of 103 visitors is interviewed using a semi‐structured guide comprising open‐ended questions. This approach reflects the lived experiences of guests and helps to better assess the role played by nationality when reporting visitor‐staff interactions. Data are analyzed using both thematic analysis and textual analysis software.FindingsNationality, ethnicity and languages spoken are found to be factors that determine differences in requirements from hotel staff on the part of tourists. Nationality is the strongest discriminator of these requirements.Research limitations/implicationsAs with many examples of qualitative research, the findings are time and place specific. Yet nonetheless, the concepts of personal construct theory permit some generalization.Practical implicationsResort complex staff and management need to note the differences required by guests of different national groupings, and to appreciate that less than warm responses by some clients are not indicative of dissatisfaction.Originality/valueThe paper distinguishes between guests not only on the basis of nationality and ethnicity, but also languages spoken. No similar study relating to resort complexes in Mauritius has been identified. The study also uses two modes of textual data analysis to support the interpretation offered.
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Dissertations / Theses on the topic "Mauritius – Languages"

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Biltoo, Anil Kumar. "Language maintenance and language shift in Mauritius : a sociolinguistic investigation into the language practices of Bhojpurias." Thesis, University of York, 2004. http://etheses.whiterose.ac.uk/10958/.

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Bissoonauth, Anu. "Language use, language choice and language attitudes among young Mauritian adolescents in secondary education." Thesis, University of Nottingham, 1998. http://eprints.nottingham.ac.uk/10914/.

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The present study reports on a research project conducted in Mauritius in 1992/93. The project was designed to investigate patterns of language use, language choice and language attitudes of a subsection of the Mauritian population: adolescents in full-time education. Mauritius has been a French and British colony and therefore, both English and French are used in formal and official contexts. Furthermore, a French Creole is the lingua franca of the island and several Indian and Chinese languages, often called Oriental languages, are also spoken. The research was carried out in the field, and data was collected by means of a questionnaire and interview from a representative sample of the secondary school population. The basic questions raised in this study are the following: (i) Which language(s) is/are used in a given context, Creole, English, French, Indian or Chinese? (ii) What are the linguistic choices of this particular section of the population? (iii) What kind of attitudes do informants have towards Creole in education? (iv) What is the influence of social factors on the language use, language choice and language attitudes of the informants? The findings of this investigation are compared to the results of the 1990 census on language use. They reveal that although the present sample cannot be considered as representative of the whole Mauritian population, it is representative of the adolescent population in education. The responses indicate that Creole is the first language of the home, but that French and English, to a lesser extent, are also spoken. The majority of the sample seems to be against the idea of studying Creole in school, and yet, accept Creole as the national language of Mauritius. Despite the efforts of successive governments to promote Indian and Chinese languages as "ancestral languages", their use is generally declining, and the majority of informants see little or no use for them in practical terms. The statements made by informants interviewed appear to suggest that there are no conflicting attitudes relating to languages. There is a widespread feeling that Creole should not be used as the language of instruction, but should remain the national language for informal communication. English and French are more useful than Creole and Oriental languages, since they allow success in education and upward social mobility. Oriental languages are not important in daily life, but they represent cultural values, as such they are primarily used in religious practices and learnt as third languages in schools.
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Gopal, R., and Brenda Louw. "An Electronic Database to Improve Cleft Care in Mauritius." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/2121.

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Harmon, Jimmy Desiré. "A critical ethnography of Kreol Morisien as an optional language in primary education within the Republic of Mauritius." University of the Western Cape, 2015. http://hdl.handle.net/11394/5395.

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Philosophiae Doctor - PhD
This research is a critical ethnography of KM in primary schools. Its purpose is to explore the link between heritage language and identity construction. My central research question is: how does the introduction of KM as an optional language in primary education shape Creole pupils' language identity construction in Mauritius? The research studied the overall impact of KM on two schools which I selected as research sites. Research participants were pupils of Standard I-II-III, head of schools, teachers and parents. I also selected some key informants. The study was placed within the international literature on heritage language and identity construction. The research is significant in the sense that it was conducted at the initial stages of the introduction of KM in schools. It might be of interest for future studies as its findings would serve to understand the place of KM in schools. At the same time looking at KM as a heritage language set against the 'ancestral languages' has not been done before. It contributes to other ways of looking at 'heritage' in a global world. I elaborated a conceptual framework based on classical Marxism, post-structural Marxism, French theories and post-colonial studies. I applied critically the theoretical lens in the Critical Theory Tradition which basically challenges the status quo. This study drew implications for language teaching policy and practice and the teaching of KM as a tool for empowerment and human agency. This research indicated the learners' views as to how their exposure to Kreol Morisien in the classroom shapes their ability to construct new, desired identities within local, national or global communities. The research design was based on a critical ethnographic approach whereby the researcher and the participants find themselves in a reciprocal human experience. Research instruments that were used were ethnographic interviews, class observations, document analysis complemented by the Delphi Method which is a forecast study of future trends. I got five findings. First, Creole consciousness movement underpinned the introduction of KM as an optional language in primary education. Second, parents chose KM on a purely utilitarian basis. Third, the curriculum and syllabus do not reflect and support the Creole identity and culture. Fourth, there was an invisibility and ambiguity about Creole culture in the school textbook. Finally, the pedagogy used to teach KM as an optional language created motivation and self-esteem. This study which was conducted during the first three years of the introduction of KM in two primary schools indicates that the presence of KM did not however, really enhance the identity of the Creole children as the curriculum, syllabus and textbook did not reflect and support the Creole culture and identity. KM was an additional language subject which certainly seduced by its novelty but it did not bring great changes as were expected. But KM does open avenues for adjustments and initiatives for an alternative programme in KM as heritage language and culture which could be implemented outside school. Such initiative would foster KM in its double identity of being both an ethnic and national language plus its future use as medium of instruction.
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Chere, Mitiku Mekonnen. "The recognition of language rights under international human rights law: analysis of its protection in Ethiopia and Mauritius." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/12644.

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The recognition of the right to language under international human rights is still an ongoing debate. By examining the nature, extent and adequacy of the protection according to linguistic rights in international human rights laws, this paper offers solutions for this ongoing debate. In addition to resolving the issues in international law, it also discusses the extent of protection accorded to linguistic rights in Mauritius as well as under the express linguistic and ethnic form of Ethiopian federalism. Compares the practice and language policies of Ethiopia and Mauritius in light of international standards and identifies further issues to be addressed.
Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2009.
Dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Bissessur Pramod, Faculty of Law and Management, University of Mauritius.
http://www.chr.up.ac.za/
Centre for Human Rights
LLM
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Nabeemeeah, Kauthar. "Discourse characteristics of Creole-speaking Mauritian adults with mild to moderate aphasia." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/2927.

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Bibliography: leaves 134-143.
With the shift away from evaluation of isolated aspects of linguistic performance, discourse assessment has become an important tool in assessing the communication competence of individuals following a neurological insult. The present research investigates the effects of mild to moderate aphasia on the dscourse performance of Creole speaking Mauritians. A control group was included so as to differentiate aspects of discourse from normal to pathological and with a view to discerning compensatory strategies of adults with aphasia in discourse.
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Berrie, Alexandra Barrett. "Men Are from Mars, Women Are from Mauritius| International Students' Perceptions of Gender in an IEP Classroom." Thesis, California State University, Los Angeles, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10681694.

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This study examines the role of gender and its relationship to communication. It is motivated by two research questions: first, how do adult international students in an intensive English program (IEP) at a public university in Southern California perceive the impact of gender on communicative patterns? Second, in discussing gender, do these students depict gender as a binary, a spectrum, or something else? Previous scholarship has theorized that gender is a performative process wherein individuals, by adopting traits such as gait, vocal range, style of dress, and so on, call upon a cultural code that marks them along a continuum from masculine to feminine. Individuals construct their genders dialectically through their gender performances and other people's reactions to them. Furthermore, gender, as a crucial component of identity, plays a major role in learning. This research addresses two major gaps in the literature by examining how international students perceive gender and how they identify their own gender. Data are derived using qualitative methods, including an open-ended questionnaire and semi-structured interviews. The findings from the research illustrate that the binary gender categories of male and female are salient to the international students investigated, and that many identify their own gender as within a binary. Moreover, the students overwhelmingly depicted women as more talkative than men, and some findings suggested that women's speech is regarded as less valuable than men's. In addition, some students appeared sympathetic toward members of nonbinary genders, while others denied their existence. Pedagogical implications are discussed.

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Gopal, R., Brenda Louw, and Alta Kritzinger. "Speech Elicitation Material for Young Children with Cleft Lip And/Or Palate in Mauritius." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/2119.

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Owodally, Ambarin Mooznah Auleear. "Building bridges to primary education in Mauritius? emergent literacy experiences in a foreign language context : a case study of preschool children." Doctoral thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/8222.

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Includes abstract.
Includes bibliographical references (leaves 354-445).
In the context where English, as a foreign language, is the main language of literacy and the written medium of instruction throughout the Mauritian education system, this thesis explores (1) preschoolers' early literacy experiences, (2) the outcomes of these experiences, and (3) the extent to which these experiences prepare them to use English in Standard 1. The theoretical and empirical research on emergent literacy, second/foreign language learning and teaching, second/foreign language literacy instruction and new literacies was reviewed in order to find some "anchor points" (Hamilton, 2006) in the literature. These "anchor points" guided this exploratory study on emergent/early literacy experiences in a multilingual context. After a pilot study, I embarked on a yearlong case study ofa group of preschool children and their teachers using an ethnographic approach.
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Baptiste, Espelencia Marie. "A nation deferred language, ethnicity and the reproduction of social inequalities in Mauritian primary schools /." Available to US Hopkins community, 2002. http://wwwlib.umi.com/dissertations/dlnow/3068117.

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Books on the topic "Mauritius – Languages"

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Mauritius: Its Creole language : the ultimate Creole phrase book : English-Creole dictionary. London, England: Nautilus Pub. Co., 1999.

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Naidoo, S. P. Fate of English language in Mauritius. [Mauritius: s.n., 1993.

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Bhuckory, Somdath. Hindi in Mauritius. 2nd ed. Stanley, Rose-Hill, Mauritius: Editions de l'Océan Indien, 1988.

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Dinan, Monique. The Mauritian kaleidoscope: Languages and religions. [Mauritius?: s.n., 1986.

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Voices of Rupert's Land (Association), ed. Métchif, Mauritian and more: The "Creolisation" of French. Winnipeg: Voices of Rupert's Land, 1995.

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Ratsitatanina's gift: A tale of Malagasy ancestors and language in Mauritius. Réduit: Centre for Research on Slavery and Indenture, University of Mauritius, 2009.

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Savitzky, Foufou. Mauritius: A brief history of its people and Creole language : a Mauritian literacy scheme's approach to teaching Creole : literacy materials in Creole and English. London: Afro-Caribbean Language and Literacy Project, 1986.

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The establishment and cultivation of modern standard Hindi in Mauritius. Moka, Mauritius: Mahatma Gandhi Institute, 1985.

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Gébert, Alain. A dictionary and grammar of Mauritian sign language: Dictionnaire et grammaire de la langue des signes mauricienne = Diksioner ek Gramer Lang Sign Morisien. Vacoas, République de Maurice: Editions Le Printemps, 2006.

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Adone, Dany. The acquisition of Mauritian Creole. Amsterdam: J. Benjamins, 1994.

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Book chapters on the topic "Mauritius – Languages"

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Carden, Guy. "The Mauritian Creole lekor Reflective." In Creole Language Library, 105. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/cll.11.12car.

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Chaudenson, Robert. "A curiosity of Mauritian Creole." In Creole Language Library, 153–61. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/cll.28.10cha.

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Guillemin, Diana. "The Mauritian Creole determiner system." In Complex Processes in New Languages, 173–200. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/cll.35.12gui.

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Henri, Fabiola. "Attenuative verbal reduplication in Mauritian." In The Morphosyntax of Reiteration in Creole and Non-Creole Languages, 203–34. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/cll.43.06hen.

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Baker, Philip, and Anand Syea. "On the Copula in Mauritian Creole, Past and Present." In Creole Language Library, 159. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/cll.9.18bak.

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Rajah-Carrim, Aaliya. "Mauritian Muslims: Negotiating Changing Identities through Language." In The Sociology of Language and Religion, 29–44. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230304710_3.

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Syea, Anand. "Null Subject in Mauritian Creole and the Pro-Drop Parameter." In Creole Language Library, 91. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/cll.11.11sye.

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Henri, Fabiola. "A lexicalist account of negation and negative concord in Mauritian." In Contact Language Library, 69–100. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/coll.55.04hen.

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Kriegel, Sibylle, Ralph Ludwig, and Fabiola Henri. "7. Encoding path in Mauritian Creole and Bhojpuri: Problems of language contact." In Creole Language Library, 169–96. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/cll.33.10kri.

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Owodally, A. M. Auleear. "1. Socialized into Multilingualism: A Case Study of a Mauritian Pre-school." In TheMultilingual Turn in Languages Education, edited by Jean Conteh and Gabriela Meier, 17–40. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092246-006.

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