● <B>Why should Mauritian Creole (kreol morisien) be used in classrooms? </B>

Mauritian Creole is the most common language which is understood by all. It is the vehicle of communication in Mauritius. Is it not natural that the teacher reverts to Creole, his mother tongue and the student's ? the language natural to his brain ? when in difficulty? However, the current situation makes it that students struggle to memorise words, concepts and repeat what the teacher says and keep quiet. Those who cannot cope end up as low-achievers and resent schooling. They rebel in classrooms. In the absence of a mother-tongue based curriculum, our teachers have to grapple with English, French and Creole in classroom situations. Only a ?few privileged? kids can resort directly to a second language. It is high time to consider developing an alternative system within the current one. We have to look for new approaches in multilingual education, which would account for the life experience and home language of the child.

● <B>Why not continue to practise what we always did? Why should we change for something else? </B>

Will we progress by doing what we have always done? Or rather should we not review our action and bring change for improvement. Indeed, we have progressed in terms of infrastructure and access to education, but what about the real outcome since independence? Have the conditions changed? As far back as 1961, Professor Meade stated in his Report that the majority of our children leave primary schools in large numbers without having acquired anything worth calling literacy in any language though they have spent considerable amount of time dabbling in all. But still today, out of some 23,000 kids who join primary schools each year, only 12, 971 end up with a School Certificate and 6,000 will be HSC holders. For 2007, the figures from the Central Statistical Office indicate that 70% of Mauritians do not hold a School Certificate.

<I>?Still today, out of some 23,000 kids who join primary schools each year, only 12, 971 end up with a School Certificate and 6,000 will be HSC holders.»</I>

● <B>So, your plea is? </B>

Can?t we look for an alternative system, while keeping the existing one for the conservatives, to prevent this considerable waste of human resources? Will continuing the practice benefit the poorest and neediest of our society? Our policymakers and all stakeholders will have to decide whether to continue with the present system, with the low results now observed, or look for an alternative. For example, why could we not introduce a bilingual evaluation system at the end of primary education like elsewhere in Belgium, Finland, South Africa or India. We have adopted that system in Prevokbek. Can?t we have two types of syllabus for CPE (syllabus A & B) as for some Cambridge School Certificate papers?

● <B>The use of ?kreol morisien? in education has always been controversial and a delicate political issue. Do you think there is a misconception about it? </B>

Any change is subject to controversy. Status quos are for the fearful of change, the non progressive. Controversies are excellent for multiperceptives, they naturally enhance the visions of one and all and when well mastered they produce better solutions. I acknow-ledge that politics will have an impact on the issue. Reality will catch up with politicians and any government. We are not asking to get rid of English and French or Asian languages. Surely not! We are putting forth that the use of Creole as medium is for better understanding and a learning vehicle to bridge to other languages and learning. It is to give a vehicle to better literacy and numeracy. We are advocating a method and refining it with an experiment in Prevokbek schools. Once we agree on the ultimate objective I would like to hear on the differences, on the issues of methodologies and implementations with a view to improve.

● <B>Some people are convinced that using ?kreol morisien? in education in a globalized world cannot have a positive effect. What do you reply to them? </B>

I would like to know the bases of the convictions of these people for such affirmation. I am living another reality with our experiment and actions. Should they have a better solution to achieve literacy and numeracy faster and more economically, I shall adhere to it immediately. At the same time, to be competitive on the global market, you have to make a difference. In this era of globalization, will we remain competitive if we remain as miniatures of India, China and Europe? Will we continue to make the Mauritian culture be imitative and derivative? Could you tell me in what language Tagore, a multilingual scholar, was at his best to translate his heart? Language is the medium of reception and transmission of our five senses.

● <B> But Creole is already used as a support in classrooms?</B>

The relegation of Creole to just a ?support language? in schools and limited to international sega roadshows is a major drawback to the full expression of the natural instincts and creative talents of all Mauritians. Kreol can become an added value to schools for a competitive Mauritius on international market in the cultural field. We have to produce local novelists, poets, artists, film scriptwriters in kreol morisien. Time has passed. We have now adopted the standardized written script for Creole with Grafi-Larmoni. The University of Mauritius offers Creole studies. The rules are now set. Is it not high time to give all children access to that powerful tool to give them multiperspectives and opportunities in life?

● <B>Do you think ?kreol morisien? should only be used for remedial purposes or should it have a broader use? </B>

I am a believer that I do not have the only truth and only solution. What I am sure of is that Creole is the mother tongue of most Mauritians now. We dream in that language. Today Creole is tried out to children who have difficulty in integrating the system. But Creole for literacy should be regarded as a way of preparing Mauritian children for a social, economic role that goes beyond the limits of teaching rudiments of reading, writing and counting.

Language is an integral part of a child?s cultural identity. We believe that the State must also give the opportunity to all Mauritian children to study kreol morisien as an optional subject based on the fundamental principles of freedom of choice and respect for linguistic and human rights. It is for this reason we have also asked the government to introduce Creole Studies not just in prevocational stream but also in primary, SC and HSC. It is only then that, with kreol morisien together with other languages, we will achieve an all-inclusive Mauritian school. This will unlock the potential of all Mauritian children and not only that of middle-class kids attending ?star schools?.

<I>?We believe that the State must give the opportunity to all children to study kreol morisien (...) based on fundamental principles of freedom of choice.?</I>

● <B>The ?Bureau de l?éducation catholique? seems convinced about the use of ?kreol morisien? in education. What about teachers and parents? </B>

We hold regular meetings with our head masters and teachers. Since 2007, I have been visiting each school and meeting the staff to explain the rationale, principles and objectives of our 2010 project. These meetings are crucial because we believe that teachers are key actors. We have also requested the cooperation of local academics and international experts. We have close links with the Organi-sation internationale de la Francophonie which has shown a keen interest in our innovative project whereby Creole is considered as a partner language with French. One of our senior staff, Marjorie Desvaux, has been awarded a British Council scholarship to achieve a Master in Second Language Teaching and Learning of English for non-natives at the University of Lancaster. As from next year we will explain to parents our innovative project. We are sure that teachers and parents will understand and accept it. Catholic schools have a long tradition of innovation and breakthroughs in education. As an institution, we are working for children and their future.

● <B>Is ?PrevokBek? project, initiated four years ago, giving positive results? </B>

We do have positive results. Not in terms of percentages of passes or unclassified at the end of the three-year course but in terms of skills, competencies and attitudes. Prevokbek is a mixture of both formal and informal education. It builds learning confidence. We have a flexible, adaptable curriculum. It is not a panacea for all problems, but as a tool for sustainable development, it is designed to empower 16-year-old youths for action, choices and participation in life. Our teachers and rectors are working towards this goal. We are proposing this program to the State for its prevocational stream. In 2009, we will also present our materials to other private colleges.