The official announcement of the computation of oriental language results in the Certificate of Primary Education (CPE) for grading purposes and the use of Creole as medium of instruction and its teaching as a subject have been muddled up. These are two distinct debates that must be separate, as the aim of each issue is totally different. Oriental languages have been implemented to preserve a cultural heritage, whereas the teaching of Creole is a pedagogic necessity.

The controversy about oriental languages in schools has long existed. Mauritians of Asian origin have always fought for their languages to be accepted in schools. A Select Committee was set up in 1984 to ?give due recognition? to oriental languages. It finally stated that ?all children should be acquainted with at least a basic knowledge of one of the oriental languages currently spoken or understood in Mauritius, without, however, imposing it on all children?.

Since 1986, those languages have been used for certification. Their computation in the CPE grading process was announced in 2001. It was included in the government?s electoral programme and confirmed in the inaugural speech. The Minister of Education, Steven Obeegadoo, explained in a press conference that ?government?s action falls within a long historical process of decolonisation and democratisation of society?. The population was given three years? notice and special coaching classes set up as from 2001 for prospective students of an oriental language. As from this year, a CPE student shall sit in six subjects but only the five best will be used for grading.

Nevertheless, oriental langages are still at the core of the debate. Before the reform, parents who did not want their children to study any of these languages fought to stop the project. They fear that oriental language candidates will be advantaged as they have one more chance of getting good global results. Since implementation of oriental languages as a subject can no longer be questioned, they want the government to offer an alternative to oriental languages.

The Minister tried to calm these groundless fears: ?Students who take six subjects will have less time to study than the ones who take only five?. He denied the fact that an oriental language result (optional subject) can replace a bad result in a compulsory subject like French, English or Mathematics. Besides, he does not agree on an alternative subject to oriental languages. On the one hand, it is reasonable to think that, if ICT or Cultures and Civilisations of Mauritius were proposed, classes for oriental languages would be empty. On the other hand, it would not be possible to implement another language as an option (Spanish or German) since there are no skilled teacher.

Despite explanations given by Minister and teachers, some still disagree: taking advantage of the awareness that introducing Creole in schools is a necessity, they claim that Creole should be the alternative. By so doing, they are mixing up issues.

Creole is the mother tongue of most Mauritians. It belongs to all and everyone has the right to study it. No student should have to choose between Creole and anything else. It is unthinkable to opppose Creole to oriental languages ? or any other language. The introduction of the Mauritian language in schools has a pedagogigal aim.

The introduction of Creole as a medium of instruction aims at reducing the high failure rates prevailing in primary schools. ?Creole in our schools is a pedagogic urgency?, a linguist points out. Creole as a medium of instruction means much more than speaking Creole in the classroom to facilitate communication and comprehension, as is already the case. Specific skills and structures have to be set up. As Unesco highlights, ?Teaching in the mother tongue should at the same time involve teaching the language itself and teaching through the language?. This means then that in reality, the introduction of Creole in the education system could take years.

While there should be no more controversy on oriental languages, as government has confirmed their long- overdue implementation, heated debates about Creole in the classroom should continue. According to many linguists, this may shortly become reality. ?Children will be taught to read, write, think and take exams in Mauritian language?, declares Dev Virahsawmy, the most ardent advocate of Mauritian language. According to him, Morisien could be implemented in schools as from next year. He says a written form and a grammar of the language already exist. ?All we need now is trained teachers?. Could it then be only a question of political will?

?Taking advantage of the awareness that introducing Creole in schools is a necessity, some claim that Creole should be the alternative to Oriental languages.?

Pauline ETIENNE