The survey of this thesis is based on the usage of modern engineering in the instruction and learning procedure at secondary degree instruction. Bing a linguistic communication instructor ( Gallic linguistic communication ) , I have focused my survey on linguistic communication categories being conducted in a technology-based environment, besides known as a Language Laboratory. This thesis will seek to measure the usage and the effectivity of a linguistic communication research lab to learn 2nd linguistic communications such as English and Gallic linguistic communications in Mauritanian secondary schools.
It is a comparative survey between the St. Andrews School, situated at Rose-Hill, which is equipped with a linguistic communication lab and the Vacoas SSS ( Girls ) which represents the classical schoolroom method of learning linguistic communications.
1.1 BACKGROUND: Status OF LANGUAGES IN MAURITIUS
In the official web site of the Government of Mauritius, the position of linguistic communications in Mauritius is described as follows: “ English is the official linguistic communication. Gallic is extensively used and Creole is widely spoken. Asiatic linguistic communications besides form portion of the lingual mosaic. ” ( Government portal of Mauritius 2012 )
However, when blossoming the above-named description of the lingual state of affairs in Mauritius, we will see that it is non that simple, due to its complex history of in-migration and colonisation.
1.1.1 COLONIAL HISTORY OF MAURITIUS
The colonial history of Mauritius is the root cause of our multiethnic and multilingual society. It all started with the Arab and so Portugese crewmans who are believed to hold visited our island in the early XVIth century.
Between 1590 and 1710, the Dutch colonized the island and their chief activity was the exportation of coal black wood. For this intent, they brought several Malagasy slaves in Mauritius. However they have non made major developments apart from the debut of sugar cane, domestic animate beings and cervid.
In 1715, Mauritius became a French settlement and it has been extensively developped particularly when Mahe de Labourdonnais governed the state as from 1735. Many slaves were imported largely from Africa and Madagascar and a few Indians came from Coromanddel and Malabar Coast.
Other Gallic governors continued the development of the island until 1810 when the British took over. However, they decided to continue the Torahs, imposts, linguistic communication, faith and belongings, that is, the civil and judicial disposal of the island as it was during the Gallic reign. During the English settlement, sugar production increased to go a major foreign income earner, therefore taking to economic advancement which called for the enlargement and development of agencies of communicating and appropriate substructure. All these development necessitated the importing of more slaves from Africa and Madagascar.
However in 1835 the abolishment of bondage brought major alterations in the island on the socio-economic and demographic Fieldss. A big figure of apprenticed labourer from different parts in India were coming to Mauritius to work in the sugar cane Fieldss and later a little figure of Chinese bargainers joined them in the island. In 1907 the in-migration ceased, nevertheless many Indians had already settled for good in the island and as a affair of fact they formed the bulk of the population. The assemblage of a mosaic of people from India, China, Africa and Europe lead to a procedure of hybridisation and intercultural clashs and duologues. In 1959, voting took topographic point for the first clip on the footing of cosmopolitan grownup right to vote and the figure of voters rose to 208,684. In 1968 Mauritius gained its independency. ( Government protal of Mauritius 2012 )
1.1.2 ACTUAL LINGUISTIC SITUATION OF MAURITIUS
Today the population of Mauritius is more than 1.2 million people, which consists of 68 % Indo-Mauritians ( Hindus and Muslims ) , 27 % Creole ( Af ro-Mauritians and assorted population ) , 3 % Sino-Mauritians and 2 % Franco-Mauritians ( CIA, 2008 ) .
Rajah-Carrim ( 2005 ) has identified eleven chief linguistic communications really used in Mauritius and she farther classified them into three classs: colonial linguistic communications ( English and Gallic ) and linguistic communication of mundane communicating ( Creole ) , and hereditary linguistic communications ( Indian and Chinese linguistic communications ) which are used on limited occasions.
Mahadeo ( 2004 ) explains the lingual state of affairs of Mauritius in these footings: “ Given the figure of linguistic communications ( at least 12 ) used by different cultural groups in an island with a population which now exceeds 1.2 million people and an country of 720 square stat mis, Mauritius presents an utmost instance of single multilingualism ”
Harmonizing to Chiba ( 2006 ) , Mauritius is “ the most linguistically stylish topographic point on the planet ” . Mauritanian barter linguistic communications depending on the fortunes, in the same manner as others change apparels. He farther illustrated his point of position with the undermentioned illustration: ” Over the class of a twenty-four hours a typical Mauritian might utilize English to compose a school essay, Kreol Morisien to chew the fat with friends, Gallic to read a fresh and Bhojpuri to pass a quiet eventide with the household. ”
Chiba ( 2006 ) so classified the usage of the major linguistic communications as follows:
Home: Kreol and Bhojpuri
Government and schools: English
Business: Gallic and Kreol
Literature, newspapers and telecasting: Gallic
Casual address: Kreol
However Chiba ( 2006 ) pointed out that this tabular array is merely an overview since French is besides frequently present in authorities and English is non wholly absent in the media.
In his Ethnologue: Languages of the universe, Lewis ( 2009 ) has enumerated the chief linguistic communications spoken in Mauritius with their several figure of users:
English: 3,000 talkers ( 1993 ) , Gallic: 37,000 talkers, Morisyen: 800,000 talkers ( 2005 ) , Bhojpuri: 336,000 talkers ( 2001 ) , Urdu: 64,000 talkers ( 1993 ) , Hakka Chinese: 35,000 talkers ( 1990 ) , Tamil: 31,000 talkers ( 2001 ) , Eastern Panjabi: talkers ( 1990 ) , Marathi: 11,800 talkers ( 1990 ) , Telugu: 10,700 talkers ( 1990 ) and Gujarati: 3,340 talkers ( 1990 ) .
The chief colonial linguistic communications used in Mauritius are English, which is the official linguistic communication and Gallic which is considered as the 2nd and semi-official linguistic communication and which is widely used in the media and for unwritten communicating. However other linguistic communications such as Spanish, Italian and German are besides used particularly in the sector of instruction and touristry.
The lingua franca of Mauritius is the Kreol Morisyen which is considered by the bulk of Mauritians, as their female parent lingua. Furthermore, this linguistic communication every bit acts as a linguistic communication of integrity and many plants are being soon carried out to standardize its orthographe and its grammar. The Kreol Morisyen is now present in the instruction system of Mauritius, at primary degree where the pupils are given the pick to choose for this linguistic communication or an oriental linguistic communication.
A rather big figure of hereditary linguistic communications are besides present in Mauritius such as Bhojpuri, Hindi, Gujerati, Kutchi, Mandarin, Marathi, Tamil, Telugu, Urdu and Arabic, but their usage are limited to cultural cases. However the Bhojpuri linguistic communication can be considered as another tongue franca of Mauritius since rather a big figure of Mauritians still use it for unwritten communicating.
The purpose of this survey is to happen out whether the linguistic communication lab can be considered as a solution to the assorted linguistic communication issues faced by Mauritanian pupils, by measuring its impact in the instruction and larning procedure of linguistic communications at secondary degree of instruction.
The set aims of this survey are to measure:
1. The degree of betterment, if any, in the linguistic communication competences of the pupils with the linguistic communication research lab
2. The pupils ‘ degree of comfort and easiness in a linguistic communication lab, a modern category scene and with modern acquisition tools.
3. The pupils ‘ degree of motive, involvement and response in linguistic communication research lab categories.
4. The Teachers ‘ response, the schoolroom direction and the schoolroom atmosphere in a
linguistic communication lab.
5. A comparing between linguistic communication categories in a linguistic communication lab and linguistic communication categories in a traditional linguistic communication category.
1.4 PROBLEM STATEMENT
Mauritians are considered bilingual ; we can pass on in both English and Gallic linguistic communications. Even if Mauritians use the Creole linguistic communication to pass on orally, English is the official linguistic communication in Mauritius and French is considered as a semi-official linguistic communication in Mauritius. Both these linguistic communications are taught in primary schools as mandatory topics alongside the Mauritanian Kreol and some oriental linguistic communications which are optional topics. In secondary schools, English and Gallic linguistic communications are core mandatory topics from the Form I till the School certification categories and they are taught as 2nd linguistic communications and non foreign linguistic communications.
Therefore we can state that all Mauritanian pupils study English and Gallic linguistic communications since the age of 5 or 6 years old, but still at the terminal of the secondary instruction, few of us can hold a proper conversation or can compose a missive without grammatical mistakes in these linguistic communications. A precise analysis of the statistics, published by Mauritius Examination Syndicate MES on the base on balls rate of Mauritanian pupils, clearly shows that the degree of Mauritanian pupils in English and French is low. Even though the per centum base on balls is high, quality-wise the consequences are non good. ( MES, 2011 )
There are assorted factors which can explicate this job and the chief grounds are: the deficiency of motive of the pupils in linguistic communication categories, the deficiency of exposure to the linguistic communications, contact with other linguistic communications, the diminution of the reading civilization, the linguistic communication subjects being considered as less of import topics and the test oriented course of study among others.
This research will therefore suggest an alternate manner of carry oning linguistic communication categories, viz. utilizing the linguistic communication research lab. It will seek to mensurate its effectivity, efficiency and relevancy and whether it can be considered as a solution to the above mentioned job.
1.5 RESEARCH QUESTIONS
Harmonizing to the aims of the survey, the research inquiries have been formulated as follows:
1. What are the linguistic communication issues in the instruction and larning procedure of 2nd linguistic communications
2. What are the functions of modern engineering in linguistic communication categories and to what extent can
engineering be a redress to these issues?
3. What is a linguistic communication research lab and what is its impact in a secondary school?
4. What is the pupils ‘ and instructors ‘ response in a linguistic communication research lab which is a
modern category puting with modern instruction and acquisition tools?
5. To what extent can the pupils compare this modern linguistic communication category with their
traditional linguistic communication categories?
6. Have the instructors and the pupils noticed an betterment in their linguistic communication
with the linguistic communication research labs? If yes, which specific sphere ( s ) of their linguistic communication
competences have been improved? ( E.g. grammar, pronunciation, vocabularies,
reading, composing, spelling, fluencyaˆ¦ )