DR ISHWARDEO R.DHOOWOOAH
Prior to delving into the topic proper, there is the express need to elucidate certain basic concepts intrinsically connected with language, and more so with the English language.
What is meant by ‘language’? Well, there exist a plethora of descriptions, explanations as well as perceptions in the minds of the laymen, and also in those of educated people and professionals. In common parlance, language is merely a means or medium of expression or communication.
However, to have a deeper and more thorough understanding of the concept, we should rely on a rather sound definition of language. In this connection, we must look up to specialists in the domain with a view to gaining an insight into what language really is. Hence, we need a systematic or scientific definition of language. 
Researchers, trained and eminent linguists have formulated a mosaic of definitions based on their knowledge, experience, expertise, findings generated by research. Variegated definitions emanate from distinguished and reputed linguists like Ferdinand de Saussure, John Rupert Firth, Edgar Howard Sturtevant, Edward Sapir, Noam Chomsky, David Crystal, John Lyons, R. H Robins, Martin Atkinson and several others.
Language is such a phenomenon that it is in constant mutation and evolution over time. Factors responsible for such an occurrence are cultural, political, and technological revolutions, as well as industrial and economic developments. For instance, the cyber era has triggered the emergence of new aspects of, and dimensions to, language too extensive indeed to account for.
Definitionists and Non-Definitionists
This truism has rendered the situation far complex. The resultant is responsible for a situation whereby linguists themselves are split into two distinct camps, the Definitionists and the Non-Definitionists. The latter opine that language cannot be defined, whereas the former affirm that it is possible to frame a definition that helps towards understanding language as such more cogently. 
For us, it is well worth opting for a practical, working definition that will allow exploration and further research, and highlight what it genuinely is, even for a given lapse of time.
Mary Bonomo Finocchiaro (in Walsilah,1993) provided a more formal, agreed-upon definition of language which runs thus: ‘Language is a system of arbitrary vocal symbols which permits all people in a given culture, or those who have learned the system of that culture, to communicate and interact.’
Let us expatiate on this working definition as a point of departure in order to achieve a more or less pragmatic understanding of the concept of ‘language’. System means a sort of organisational structure which is characteristic of language. Vocal symbols allude to phonetic symbols used for sounds produced while using spoken or oral or verbal language. Now ‘arbitrary’ incurs explanation. Here it means symbols or words that yield inconsistent output. For instance, sound or phoneme /s/ can give rise to two distinct sounds, /s/ and /z/, as in pens and boys. Or ‘th’ sound in this and thin. This is but one instance of arbitrariness. We say /bit / for word ‘bit’; however, we say /bait/ for word ‘bite’. The phoneme ii/ has become /ai/. Another glaring instance of arbitrariness is this: why is ‘man’ called ‘man’? Is there any rational or inherent relationship between the word and the person? Evidently there is none but still there is general acceptance.
English is usually spoken by the Britishers. Non-Britishers like us do not belong to the British culture but we have learned about it by studying English language and English Literature. To communicate means to impart, to share, to transmit and may well be a one-way traffic, whereas to interact implies a minimum of two people, because there is exchange, question and answer, action and reaction.
To our dismay, the definition still contains a serious flaw. Communication and interaction are both oral and written. Nevertheless, there is no mention within the definition of the written aspect of the language, that is, the letters of the alphabet.
The problematic in its proper perspective
Now let us have a look at the role and status of the English language in our country after situating the problematic in its proper perspective. It is a global, international and planetary language. It is widely used across the world. It is the most extensively spoken language. Almost all nations have recourse to the English language in certain aspects of development, industrialization and commerce.
All the European Union Countries promote and foster the teaching and learning of English at all levels of their educational institutions. All university abstracts of dissertations and theses of students and researchers are translated from their respective languages into English for worldwide diffusion and transmission.
The international status of English inspires, impels and literally motivates our compatriots and the student community at large to learn English and acquire a sound mastery of the language. It opens new venues such as global communication, access to information, academic excellence, rich understanding of cultures, enhancement of personal growth and confidence.
After all, we should take due stock of the veracity that English is the language of the library on the strength of its being an international language. It is the language of parliament, power, science, aviation, computer, diplomacy, tourism, and very importantly that of trade, commerce and business. We have everything to gain from learning English in Mauritius.
English is the official de facto not the de jure language in Mauritius. There is no law as such that specifies that English is the official language but it has since long been accepted and acknowledged in this capacity and status. French, though more widely used than English by Mauritians, is the semi-official language. There exist also a whole palette of languages in the Mauritian landscape. They are Hindi, Urdu, Tamil, Telugu, Marathi, Gujrati, Bhojpuri, Kreol Morisien, Arabic, Mandarin, Hakka.
Listening, Speaking, Reading and Writing
As English is a language, it is not content-based like Mathematics, Chemistry, Economics, Sociology, and others; it is skill-based. This implies there is the absolute need to teach Listening, Speaking, Reading and Writing (L, S, R, W) along with Vocabulary and Grammar which are integral vital elements in language study. Grammar and Vocabulary are all-permeating in the four skills. This being the reality, teaching and learning and assessment of a language can never be the same as for content-based subject areas. This constitutes the most crucial element.
We cannot deny the fact that content-based study areas warrant a firm, sound and rational mastery and command of the whole array of content on the part of the teacher before imparting same to learners. Likewise, the teachers of languages, especially the English language which is our focus, should imperatively have a very sound mastery of the four skills involved to be able to effectively teach learners. In other words, they should be models for learners to imitate.
At this juncture, the essential issue that emerges is the educational aspect and dimension of studying and learning English. This issue is a triangular perception which constitutes teaching, learning and assessment at the level of the institutions in the country – pre-primary, primary, secondary and tertiary, even vocational and technical. Moreover, the parties concerned are learners, teachers and certainly parents in this equation.
In Mauritius, English is not our mother tongue or native language or L1. It is reckoned as being more a Foreign language than a Second language or L2. As a result, the language should obviously be taught, learned and assessed on that basis and criteria. Are teachers aware of this key aspect while dispensing teaching? Do they teach the fundamental skills – L, S, R, W? Or else, do they only have recourse to variegated methods of teaching an array of micro-skills applicable solely to address the issues incurred by examination questions set by the University of Cambridge for Grade 11 and Grade 13 students? By this, I mean tackling compositions, summary, letter, comprehension texts, data analysis, grammar and vocabulary exercises.
The crux of the matter is the omission of the fact that we have to teach all the four skills in an integrated fashion because it is practically impossible to teach any of them in isolation. The learners, at the receiving end, are automatically going to learn along this line. The truth is that all teachers should be soundly aware of and equipped with Critical Language Awareness and Reflective Practice. However, are they endowed with this broad array of competencies and knowledge? This implies per se a basic knowledge of English Linguistics and cutting-edge capacities in English Language Teaching (ELT).
An insight into learners is of paramount importance and absorbing interest to all parties concerned. Initially, any student is expected to have a firm grounding in the four skills along with knowledge, skills and application of grammar and vocabulary in order to be able to perform optimally in the examination.
Contextualisation and situations
It seems that emphasis is not laid on the teaching of grammar and vocabulary in a formal manner in our schools. A blend of formal and informal teaching should be resorted to by teachers, in other words, through contextualisation and situations and settings, using appropriate and pertinent texts and technological backup. Do the students have a reasonably good knowledge and competence of how to apply word classes? Are they taught the changing patterns of language study currently? Do they have sufficient practice in the use and tricky applications of word classes while they are writing or in their oral English, or even while reading texts aloud? A whole gamut of major reading skills, together with micro-skills exist. They just warrant exploration and exploitation through guided teaching.
As for the wonderful and amazing key skill of reading to acquire vocabulary, to learn application of grammar, to develop style, to enrich language and extend their horizons with knowledge, information and know-how, there is the indispensable and urgent need for reading books, magazines, journals and other printed materials. As of now, it has grown fashionable to read online the e-books. It should also be borne in mind that the good, recommended books are not always available online. It is highly recommended to cultivate good reading habits which, in the long run, culminates into a reading culture. It is worthwhile developing intensive, extensive, literal, interpretive, critical and creative reading skills and competencies.
Exposure to reading online creates the possibility of acquiring a whole lot of techniques, skills, vocabulary which are not always in unison with Standard British English (SBE). The language of the internet and the webs impact that of the students and interfere with the desirable types of vocabulary, language and grammar that the University of Cambridge expects from students. Slang words, colloquial words, archaic words, abbreviations and codes are frequently encountered in the pieces of writing of students. The exposure to English on the internet implies interaction with World Englishes, not merely British English as warranted by the University of Cambridge. World Englishes encompasses American English, Canadian English, Australian English, African English, Indian English and the rest.
We cannot even overlook the oral aspect of the language. There is an Oral component at SC/GCE ‘O’L examination. We require students to be well-trained in Spoken English, Reading, Picture Interpretation and the rest. Are all teachers of English in Mauritius trained in the fundamentals of Phonetics and Phonology which allows sound pronunciation skills to be acquired? Do all teachers use only English as far as possible, or do they resort to French and KM in class situations? All such hurdles are English language issues. Besides, teachers involved in teaching other subject areas seem to be part of the cohort of examiners. Are the latter equally empowered to deliver the goods?
Every year when results of SC and HSC exams are proclaimed and publicised, we come across criticisms levelled against students, teachers, parents owing to poor performance in terms of grades in English language, though at times the percentage of passes is high. There might be a quantitative boost but qualitatively there is much room for improvement. This phenomenon applies to results in General Paper at HSC Sub level equally.
Is marking of papers by Cambridge always reliable? Protest by students to the University of Cambridge about awards and grades is a year in year out occurrence. Re-marking and new, revised awards to candidates are always the trend constantly though the University of Cambridge brags of its motto, ‘Cambridge never errs.’ A more serious issue is this: Is the paper for English marked as an L2 or as an L1? Who knows? Who mark the papers? Are they contracted out to people who are not really academics or teachers of English by the University of Cambridge? These are serious concerns that direly need to be addressed in the supreme interest of students in particular and the public in general.
A vehement protest
In 1967, for the first time, Yogi Rummun, Rector, Presidency College, Curepipe Road and the Rector, St Joseph College, Curepipe raised a vehement protest against the University of Cambridge as they were not satisfied with the grades in English language awarded to students in their respective schools The outcome was that the University of Cambridge conceded it was wrong and errors had verily occurred. Re-marking of the scripts yielded partially the expected grades of deserving and competent students. It was the beginning of a battle against the examining body. I was a victim. However, I still feel justice was not done to me. I deserved a much better result.
Nowadays it is fashionable to observe many schools levelling bitter criticism and raising disapproval against this practice by the University of Cambridge. How come that, after re-marking or revision of papers, better and higher grades are awarded? It implies there is something very wrong somewhere. And still we are toeing the line and trusting the examining body as being a supreme authority.
Singapore has its Singapore-Cambridge GCE O’Level and HSC(AIS) Singapore Certificate. Malaysia awards a Malaysian School Certificate and Malaysian Higher School Certificate. Why can’t we, in Mauritius, opt for a similar formula and devise our SC and HSC examinations in collaboration with the University of Cambridge at the outset, then conduct our own examinations with recognition worldwide? Our country counts prestigious institutions like the University of Mauritius, the Mauritius Institute of Education, the Mahatma Gandhi Institute, the Mauritius Examinations Syndicate. These institutions can work out and devise our own awards at secondary level. The NCE at Grade 9 is evidence enough that we can go for it; we have the expertise. We can subsequently seek international affiliation, acceptance and recognition. Well, these are views only!
Finally, there is the problematic of language interference or negative language transfer. We live in a multiracial, multicultural and multilingual society where languages co-exist and do impact each other. It is obvious that French and the other Ancestral languages impact English language. But we cannot help it. The situation itself is this stark reality. We cannot afford to have an ideal setting in Mauritius to learn English. The ideal setting would mean a country where English is the L1, the mother tongue or native language of everybody. For instance, a resident in such a setting picks up or acquires the language; s/he does not have to learn it through formal teaching.
A ‘Sink or Swim’ phenomenon
Nor can we have a classroom setup where the Canadian Immersion Method of teaching English is resorted to. This is a situation where only English is used for teaching, learning and assessment. A ‘Sink or Swim’ phenomenon obtains. The class is conducted solely in English language during the entire session.
By way of conclusion, it can safely be stated that the whole question of performance of Mauritian students at SC and HSC levels in English language dwells a myth which ought to be disentangled the sooner. Else, this perennial happening will be perpetuated ad infinitum. Why don’t Mauritian authorities opt for an alternative examining board as reliable, or more reliable than, the University of Cambridge to conduct and assess our students? Do we prefer to keep the option of ‘decolonisation’ at bay and choose an alternative international examining board? Don’t we have expert linguists, competent educationists and highly skilled and prominent pedagogues who can undertake this enterprise and ‘create’ an SC and an HSC exams worthy of our level, prestige and appropriacy in Mauritius? Our country does not have a dearth of top-notch academics and intellectuals. We should be proud of our people!