A general reflection on the TDP in MK

Mauritian Kreol was introduced in primary schools in January 2012. This is historic.
Of course, prior to its introduction, a course at the MIE was initiated by the Ministry of
Education to empower the pioneer teachers. While I am not aware of the first courses dispensed,
I have had the opportunity to work with a colleague educator who was part of the first batch and
he helped with teaching of MK at school level. We often shared insights about the modules at the
training institute and how things are different whilst teaching in school.
I believe that there should be a co-relation between what are used as resources in a course and
the course itself and classroom reality. To mark the reflection thereof, I would like to be as
neutral as possible in relation to my observations. Its not about criticism nor negativity. Its a
matter of constructivism.
According to Vygotskys theory, pupils learn through socialization processes. This is true about
MK and the social context is highlighting. Several references to the sociological part of the
whole concept of MK is not to be ignored.
Generally, the course on MK is interestingly beneficial because it allows basic knowledge and
construction in a taxonomical way. There are two schools of thought in this context. One that
says that teaching MK is so easy that it does not require any skills because we have been used
to speaking it since birth. I dont agree! Without appropriate formation, forget about teaching, let
alone MK!
The standardized graphism of MK
Obviously this should be the base. One cannot differ from another and write MK the way he
feels! We are not in a chat room, are we? No, I mean now that MK does have its convention,
everybody has to agree. The great work of the lakademi Kreol Morisien deserves a big note of
thanks here. Haters gonna hate but at least we are not teaching MK as a street jargon in school!
One particular module stretches on the importance to correctly write in MK.
Classroom strategies
They are not too different like those used in other subject teachings. The simulation class is at the
same time fun and conducive. It allows the student to learn from other performers (if Im
allowed to call my peers so). Visual learning helps. Its interesting to note how my peers could
use their tine to try and convey their message. Eventually, in real classroom situation, time
management will be an important aspect. Use of audio resources is another good thing to learn
from. A platform was necessary where any misconceptions could be dealt with.
Pertinent debates on MK in schools
Regular debates or questions pertaining to the teaching of MK made good impression on how
determined the lecturers have been to help us. Lectures alone dont help but people dispensing
them do. I think we were all involved into defining the pertinence of those questions.
Issues that were raised at school could be discussed where in a sense, the lecturers also could be
made aware of difficulties that trainees faced during their internship.
Ateliers
Workshops, including celebration of Worlds Mother Tongue Day amongst others, emphasized
on the social context affecting the subject. To see diversity within the group of people involved
was also encouraging. We could also raise anti-racism as part of our human culture, hence the
importance of the unification process through MK. Moreover, one of the courses laid emphasis
on the historicity of MK and helped us to know the values attached, from a pidgin to a spoken
and written language, milestones have been set. Without proper insights of where things really
started, one cannot fully grasp the importance of being mediators between pupils and their native
tongue.
All aspects were touched, including textbooks and their material relevance. Point of views were
exchanged, animation sessions were regularly held to encourage exponential sharing.
However, I believe there is a gap between school and the training institute. MK lecturers do not
quite know the profiling of different schools and their student population. Consequently, their
lectures would be theoretical in many ways. In Scandinavian primary schools for example,
pedagogues must ensure they have same amount of data processed than those of his students
before they enter a course. Hence, a learning programme would be created with factual data and
not theory-based literature. No ill intended, just an observation because I care for what I do and
if that means everybody should merge efforts, then pupils and students would be the sole
beneficiaries. I support this standpoint because in India for example, degree holders, even
doctorates teach the lowest classes because they say the foundations matter most. Food for
thought.
Awaitiong the B.Ed (in MK), what has been dispensed so far is agreeable and helpful. Now, time
is to serve the purpose and I know you would be wishing me the very best. So I say thank you.