Language Choice in Multilingual Mauritius : National Unity and Socioeconomic Advancement

Abstract

Postcolonial nations are often caught in a thorny dilemma between the use of indigenous languages and that of the languages of colonial rule (Baldauf & Kaplan, 2004; Bolee, 1993; Kamwangamalu, 2008). e use of the native language as a medium of instruction appears to pave the way for the decolonisation of education, which consequently liberates young generations from the hegemony of colonial languages. UNESCO’s model (1995) also affirms the efficiency of vernacular education in comparison with education through the medium of a foreign language. The use of the mother tongue reinforces national unity and furthermore creates a sense of pride in the people of their own country, culture and traditions, as well as in themselves. Nevertheless, the indigenous language often serves domestic functions only and hence does not lead to the socioeconomic progress that developing countries strive for. Prestigious European languages are often preferred as the medium of instruction as it equips the nation with a communication tool to make headway toward socioeconomic advancement and participation in today’s interconnected global society. Multilingualism is generally perceived as quixotic and unrealistic in local society since survival of the fittest is also the way of the language world: hegemonic European languages as well as those that are regionally dominant are steadily taking over minority languages. The official adoption of the colonial language can, however, reduce the tension between ethnic rivalries in a region where the preferential treatment of one

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