Deconstructing and Re-Inventing the Concept of Multilingualism: A Case Study of the Mauritian Sociolinguistic Landscape

Abstract

This article aims at deconstructing the conception of multilingualism developed in mainstream sociolinguistics by critically examining the assumptions underlying this trend of research, which is grounded in the scholarship of Labov (1972), Fishman (1984 and even Gumperz (1972). In order to engage in that discussion, we use the Mauritian sociolinguistic landscape, as described by researchers following that tradition, as a case. We, thus, carry out a meta-analysis of existing sociolinguistic research conducted in Mauritius, which serve to illustrate the extent to which knowledge produced bear the influence of the structuralist approach. Then, we critically discuss and reflect upon the assumptions underpinning such research, and in so doing, challenge key concepts such as language and diglossia.Finally, we open a discussion on the need to adopt an alternative epistemological position in order to construct a different type of interpretation of the phenomenon following the ground-breaking work of scholars such as Makoni and Pennycook

Teachers’ experiences of teaching an ancestral language in a multilingual context : the case of Telugu in Mauritius.

“…Educational institutions constitute a major domain of language use and development in the country. Numerous sociolinguistic studies have been carried out in this space to understand the dynamics at play (Toussaint, 1969;Ramdoyal, 1977;Auleear Owoodally, 2015;Tirvassen, 2017).…”

“…Over the years, the appellation 'Asian' has changed to 'Oriental languages', which are taught as optional languages in the primary sector. These languages, which comprise standardised versions of existing languages, include Hindi, Urdu, Tamil, Telugu, Marathi, and Modern Chinese (Bissonauth, 2008;Sambajee, 2010;Sauzier-Uchida, 2007;Tirvassen, 2017).…”

“…However, within its unique framework, it grapples with numerous issues of general importance, raising awareness about language in society and language teaching. While many countries in Europe today debate the issue of monolingualism/bilingualism following massive immigration, Mauritius can be said to be a stabilised multilingual context, though the sociolinguistic situation is a complex one (Tirvassen & Ramasawmy, 2017). Existing languages are preserved and taught in the curriculum either as compulsory subjects or as optional modern languages, as discussed in Chapter 1.…”

“…The concept of multilingualism has evolved over time. In the contemporary world, multilingualism is no longer regarded as an extension of bilingualism or hierarchical mastery of multiple languages (Hornberger, 2002;Tirvassen & Ramasawmy, 2017). Contrasted with the past, multilingualism is no longer confined to geographically close languages or specific border areas and trade routes.…”

“…However, when the British took possession of the island, a tug-of-war for language supremacy ensued, becoming a crucial aspect in the development of the sociolinguistic landscape of the country (Tirvassen, 2014;Rughoonundun-Chellapermal, 2020). Both languages -English and French have survived through negotiations, and continue to be the two most 'prestigious' languages in the linguistic landscape, symbolising status and education (Sauzier-Uchida, 2009;Tirvassen, 2015Tirvassen, , 2017Mahadeo, 2017;Rughoonundun-Chellapermal, 2020). Furthermore, the educational system was anglicised, which is an important feature in the Mauritian sociolinguistic landscape (Tirvassen, 2014).…”