Focusing on a series of multiparty recordings carried out between the months of October and March 2012 and drawing on a theoretical framework based on work of linguists such as Auer (1999), Backus (2005), Bakker (2000), Maschler (2000) and Matras (2000a and 2000b), this thesis traces the evolution of a continuum of language alternation phenomena, ranging from simple code-switching to more complex forms of 'language alloying' (Alvarez- Càccamo 1998) such as mixed codes and fused lects in multilingual Mauritius. Following Auer (2001), the different conversational loci of code-switching are identified. Particular emphasis has been placed upon, amongst others, the conversational locus of playfulness where, for instance, participants' spontaneous lapses into song and dance sequences as they inspire themselves from Bollywood pop songs and creatively embed segments in Hindustani within a predominantly Kreol matrix are noted. Furthermore, in line with Auer (1999), Backus (2005) and Muysken (2000), emerging forms of language mixing such as changes in the way possessive marking is carried in Kreol and instances of semantic shift in Bhojpuri/ Hindustani words like nasha and daan have been highlighted and their pragmatic significance explained with specific reference to the Mauritian context. Finally, in the fused lect stage, specific attention has been provided to one key feature namely phonological blending which has resulted in the coinage of the discourse marker ashe and its eventual use in the process of discourse marker switching. In the light of the above findings, this thesis firstly critiques the strengths and weaknesses of the notion of the code switching (CS) continuum (Auer 1999) itself by revealing the difficulties encountered, at the empirical level, in assigning the correct label to the different types of language alternation phenomena evidenced in this thesis. In the second instance, it considers the impact of such shifts along the language alternation continuum upon language policy and planning in contemporary Mauritius and advocates for a move away from colonial language policies such as the 1957 Education Act in favour of updated ones that are responsive to the language practices of speakers.
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