INTERNATIONAL INTERNATIONAL CONFERENCE ON CONFERENCE ON

CONTEMPORARY MAURITIUSCONTEMPORARY MAURITIUS

MAHATMA GANDHI INSTITUTEMAHATMA GANDHI INSTITUTE

14-16 SEPTEMBER 201114-16 SEPTEMBER 2011

THE PROBLEMS AND PROSPECTSTHE PROBLEMS AND PROSPECTS

OF OF

TEACHING/LEARNING ASIAN LANGUAGES IN TEACHING/LEARNING ASIAN LANGUAGES IN MAURITIUS: MAURITIUS:

THE CASE OF TAMILTHE CASE OF TAMIL

ByBy

Dr Jeevendiren Chemen, Senior Lecturer, MGIDr Jeevendiren Chemen, Senior Lecturer, MGI

The Research PaperThe Research Paper

1.1. BackgroundBackground

2.2. MethodologyMethodology

3.3. ProblemsProblems

4.4. ProspectsProspects

5.5. ConclusionConclusion

1. BACKGROUND1. BACKGROUND

Slide 5 shows the different languages as listed Slide 5 shows the different languages as listed as spoken languages in Population census as spoken languages in Population census 2000. Slide 6 shows the the various Asian 2000. Slide 6 shows the the various Asian languages taught and learned in the curriculum. languages taught and learned in the curriculum. Slides 7 and 8 give an inidcation of the Slides 7 and 8 give an inidcation of the number teachers involved at the primary, number teachers involved at the primary, secondary and tertiary levels. Inspite of the secondary and tertiary levels. Inspite of the high ration of teacher and studebts at all levels, high ration of teacher and studebts at all levels, not only the performance of the learners at not only the performance of the learners at almost all level is low but the number of drop almost all level is low but the number of drop outs at different levels also is very low( slides outs at different levels also is very low( slides

‘‘SPOKEN’ LANGUAGESSPOKEN’ LANGUAGES IN MAURITIUS IN MAURITIUS(Population Census, 2000)(Population Census, 2000)

ArabicArabic BhojpuriBhojpuri CantoneseCantonese ChineseChinese CreoleCreole EnglishEnglish FrenchFrench

GujrathiGujrathi HakkaHakka MandarinMandarin MarathiMarathi TamilTamil TeluguTelugu UrduUrdu

Asian Languages in Asian Languages in Mauritius CurriculumMauritius Curriculum

ArabicArabic

HindiHindi

MarathiMarathi

Modern ChineseModern Chinese

TamilTamil

TeluguTelugu

UrduUrdu

No of No of Learners/teachers Learners/teachers Arabic Hindi Chinese Marathi Tamil Telugu Urdu

Primary

7,180

92

47,217

564

2,248

24

1,693

53

6,376

181

2,067

87

12,008

303

Second

3,844

33

20,911

98

628

5

367

12

1,591

36

622

15

5,150

55

Tertiary

Nil

Nil

179

8

25

4

44

5

36

4

100

5

Learners/teachers Learners/teachers RatioRatioArabic Hindi Chinese Marathi Tamil Telugu Urdu

Primary

78

1

83

1

93

1

31

1

35

1

23

1

39

1

Second

116

1

213

1

125

1

30

1

44

1

41

1

93

1

Tertiary

N.A

22

1

6.25

1

8.8

1

9

1

20

1

Number of Students at Number of Students at various levelsvarious levels

LanguagesLanguages CPECPE SCSC HSCHSC

ArabicArabic 11571157 303303 5555

ChineseChinese 118118 22 88

HindiHindi 81248124 21142114 604604

MarathiMarathi 251251 2626 1616

TamilTamil 10991099 121121 5252

TeluguTelugu 409409 4545 2323

UrduUrdu 21932193 431431 165165Source: Mauritius Examinations Syndicate, 2010.

DROP OUTS DROP OUTS CPE ( 2005) TO SC (2010)CPE ( 2005) TO SC (2010)

CPE ENTRIES 2005

CPEPASS2005

SC ENTRIES2010

Drop Outs at SC

% Drop OutsAt SC

%DropOutsEntry-Exit

Arabic 1249 865 303 562 64 % 75 %

Chinese

149 97 2 95 98 % 99 %

Hindi 10060 6855 2114 4741 69 % 79 %

Marathi

375 268 26 242 90 % 93 %

Tamil 1380 938 121 817 87 % 91 %

Telugu 463 348 45 303 87 % 90 %

Urdu 2864 1994 434 1560 78 % 85 %

Total 16540 11365 3045 8320 73 % 82 %

% Very Low Performance% Very Low Performance(Grade wise)(Grade wise)Lang.Lang. CPE (E,F)CPE (E,F) SC(7,8,9)SC(7,8,9) HSC(D,E,F)HSC(D,E,F)

ArabicArabic 42.742.7 23.923.9 45.445.4

ChineseChinese 48.648.6 20.020.0 NilNil

EnglishEnglish 31.031.0 49.149.1 57.157.1

FrenchFrench 43.043.0 30.630.6 33.933.9

HindiHindi 49.949.9 19.119.1 40.640.6

MarathiMarathi 50.750.7 3232 00

TamilTamil 45.845.8 51.751.7 37.437.4

TeluguTelugu 41.341.3 21.621.6 46.746.7

UrduUrdu 44.744.7 15.615.6 26.926.9

Source: Mauritius Examinations Syndicate, 2006)

Appraisal of 11 Appraisal of 11 students (2006) students (2006)

Post HSc studentsPost HSc studentsEssay(E1) : Describe the primary and secondary Essay(E1) : Describe the primary and secondary

schools where you studied.schools where you studied.

Essay(E2) : The impact of science on our dailyEssay(E2) : The impact of science on our daily

lifelife

Trainees’ Linguistic Performance compared with Trainees’ Linguistic Performance compared with

CPE,SC,HSC ResultsCPE,SC,HSC Results

Linguistic Performance and Linguistic Performance and ResultsResults

CPECPE SCSC HSCHSC Sch/PSch/P Errors E1Errors E1 Errors E2 Errors E2

11 AA 33 AA PP 58/24358/243 41/17841/178

22 AA 22 CC PP 33/22033/220 16/14316/143

33 AA 44 CC SchSch 48/24948/249 19/18119/181

44 AA 44 AA SchSch 37/25437/254 43/25043/250

55 AA 33 BB PP 40/24540/245 46/21346/213

66 CC 33 CC SchSch 40/24140/241 49/21149/211

77 AA 33 BB SchSch 24/23924/239 27/32827/328

88 AA 66 DD PP 40/21440/214 48/18248/182

99 AA 22 BB PP 17/26617/266 42/22442/224

1010 AA 33 BB SchSch 27/19027/190 35/21035/210

1111 AA 55 CC PP 54/30354/303 58/26058/260

Appraisal of 11 Appraisal of 11 students (2010) students (2010)

Post HSC studentsPost HSC studentsEssay(E1) : The importance of rainEssay(E1) : The importance of rain

Essay ( E2): The primary and secondary Essay ( E2): The primary and secondary

schools where you studied schools where you studied Tamil.Tamil.

Trainees’ Linguistic Performance compared Trainees’ Linguistic Performance compared with with

CPE,SC,HSC ResultsCPE,SC,HSC Results

Learners performance in 2011Learners performance in 2011

CPECPE SCSC HSCHSC Sch/PSch/P Errors E1Errors E1

11 AA 33 BB SchSch 22/17522/175

22 AA 33 AA SchSch 20/12720/127

33 AA 22 CC SchSch 32/26032/260

44 AA 44 AA SchSch 19/16719/167

55 AA 44 BB SchSch 48/20848/208

66 AA 33 AA SchSch 15/16015/160

77 AA 11 CC SchSch 19/20019/200

88 AA 55 BB SchSch 21/15021/150

99 AA 33 BB SchSch 17/16017/160

1010 AA 33 BB SchSch 27/21627/216

1111 AA 44 CC SchSch 15/15215/152

Performance of Performance of learners in 2006 and learners in 2006 and 20102010

2006 2010

1 4.3 7.9

2 8.9 6.6

3 9.5 8.1

4 5.8 8.7

5 4.5 4.3

6 4.3 10.6

7 12.1 7.1

8 5.3 10.5

9 6 9.4

10 4.7 8

11 4.6 10.1

Average 6.3 8.3

The problem The problem

The problemsThe problems

The main problem with the teaching/learning of asian The main problem with the teaching/learning of asian languages in mauritius are a poor perfornmance on the part languages in mauritius are a poor perfornmance on the part of the learners and the a high brate of drop outs inspite of of the learners and the a high brate of drop outs inspite of the high input in terms of time, talents and energy and the high input in terms of time, talents and energy and money. The problems could be perceived from three main money. The problems could be perceived from three main levelsn( slide 23), inter alia.levelsn( slide 23), inter alia.

1. linguistic level1. linguistic level

2. Pedagogical level2. Pedagogical level

3. Infrastructural level3. Infrastructural level

At the linguistic level, the problems have to be addressed At the linguistic level, the problems have to be addressed mainly taking into consideration the systemic performance, mainly taking into consideration the systemic performance, sociolinguitic and strategic levels, all prerequisites for a sociolinguitic and strategic levels, all prerequisites for a good written and spoken communication. (Slide 24). good written and spoken communication. (Slide 24).

Pronunciation, spelling, addition and omission of letters, Pronunciation, spelling, addition and omission of letters, homonyms and methathesis, juast to mention a few, are homonyms and methathesis, juast to mention a few, are some of the probblems encountered by the learners. some of the probblems encountered by the learners. Morphological and syntactic constructions are really a Morphological and syntactic constructions are really a headache for most of the learners of a second and foreign headache for most of the learners of a second and foreign languages when due to intra and inter llingusitic influences. languages when due to intra and inter llingusitic influences. Some of the asian languages are very agglutinative in Some of the asian languages are very agglutinative in nature and good command of morphophonetic rules are nature and good command of morphophonetic rules are essential to avoid errors at this level. Inappropriate essential to avoid errors at this level. Inappropriate vocabulary oftens make the learners to deviate fro the vocabulary oftens make the learners to deviate fro the correct expression at the semantic level. Learners of correct expression at the semantic level. Learners of languages such as Tamil often have to master the diglossic languages such as Tamil often have to master the diglossic issues that present in the language between the written and issues that present in the language between the written and spoken forms.spoken forms.

The ProblemThe Problem

Low performance of the learnersLow performance of the learners

High rate of drop outsHigh rate of drop outs

ProblemsProblems

Linguistic levelLinguistic level

Pedagogical levelPedagogical level

Infrastructural levelInfrastructural level

Linguistic levelLinguistic level

Systemic performance levelSystemic performance level

Sociolinguisitic levelSociolinguisitic level

Strategic levelStrategic level

PROBLEMS AT LINGUISTIC PROBLEMS AT LINGUISTIC LEVELLEVEL

SYSTEMIC COMPETENCE AQUISITIONSYSTEMIC COMPETENCE AQUISITION

1.1. PHONETICS AND PHONOLOGICAL LEVELSPHONETICS AND PHONOLOGICAL LEVELS

2.2. GRAMMAR LEVELGRAMMAR LEVEL

1.1. SEMANTIC LEVELSEMANTIC LEVEL

Phonetics and phonological Phonetics and phonological levelslevels

PronunciationPronunciation Spelling Spelling ll , l , l , l , l ( retroflex)( retroflex); ; nn , n , n , n , n

(dental,alveolar, refroflex)(dental,alveolar, refroflex); t , ; t , tt (dental, retroflex);(dental, retroflex); r, r r, r (alvoelar)(alvoelar)

Addition, omission of lettersAddition, omission of letters HomonymsHomonyms Methathesis ( Methathesis ( letters in wrong placeletters in wrong place))

Grammatical levelGrammatical level

CasesCases Syntax- SVO – SOVSyntax- SVO – SOV Infinitives- participlesInfinitives- participles Indirect speechIndirect speech

Reasons for problemsReasons for problems at at

Systemic competence levelsSystemic competence levels

Inter lingual interferenceInter lingual interference

Intra lingual interferenceIntra lingual interference

Teacher competenceTeacher competence

Teaching approachesTeaching approaches

Lack of teachinhg/learning Lack of teachinhg/learning materialsmaterials

The following slides summarise the major shortcomings at The following slides summarise the major shortcomings at the level of pedagogy. Not only there are no textbooks and the level of pedagogy. Not only there are no textbooks and workbooks at some levels of the teaching /learning of the workbooks at some levels of the teaching /learning of the some of the languages, but also, the contents and approach some of the languages, but also, the contents and approach of the books are inappropriate taking into consideration the of the books are inappropriate taking into consideration the status of the language, the exposure of the languafge and status of the language, the exposure of the languafge and the formal and informal enviroment in which the learners the formal and informal enviroment in which the learners are.appropriate and accurate and effective supervison, are.appropriate and accurate and effective supervison, mentoring and acvvices are also very important to further mentoring and acvvices are also very important to further improve the teaching/llearning of the language.improve the teaching/llearning of the language.

Pedagogical problemsPedagogical problems

Inappropriate teaching methods Inappropriate teaching methods ( L1, L2, ( L1, L2, F.L)F.L)

Inappropriate textbookInappropriate textbook Lack of textbook/ work bookLack of textbook/ work book Inappropriate supervision/ no Inappropriate supervision/ no

supervisionsupervision Lack of ICT materialsLack of ICT materials Inappropriate teaching aidsInappropriate teaching aids

Infrastructural levelInfrastructural level

There are lots of pitfalls at the level of infrastrure in the There are lots of pitfalls at the level of infrastrure in the teaching/learning of the languages in Mauritius. Most of the teaching/learning of the languages in Mauritius. Most of the languages are not tatught in the most conducive environment. languages are not tatught in the most conducive environment. In a few cases more than one languages are being taught in the In a few cases more than one languages are being taught in the same clasrrom at the same time witth a light separation of the same clasrrom at the same time witth a light separation of the spaces and in some of the cases all of them are done in the spaces and in some of the cases all of them are done in the same classroms . Very often the class turns into a ccaphoinc same classroms . Very often the class turns into a ccaphoinc situation. situation.

ProspectsProspects

Teaching as a professionTeaching as a profession Translation as a professionTranslation as a profession Research as a professionResearch as a profession Desire to understandDesire to understand

( Speeches, films, songs, prayers)( Speeches, films, songs, prayers) Desire to speakDesire to speak India emerging economyIndia emerging economy JournalistsJournalists Language for business purposesLanguage for business purposes Language for tourist purposesLanguage for tourist purposes Language for the cultural and religipous purposesLanguage for the cultural and religipous purposes

THANK YOUTHANK YOU