iReasearch学术科研网

摘要：There is general agreement that research informs the design of curriculum. In multilingual contexts, the theoretical assumptions which underpin empirical investigations and the quality of knowledge provided to the community of practice is a determining element in the way curriculum is both conceived and produced. This paper re-examines research undertaken on language issues in Mauritius and in some other islands of the Indian Ocean. It aims to show how observations previously put forward and based on the hypothesis that language operate within fixed boundaries and in a compartmentalised manner are erroneous. In fact, the paper argues that so long as research is not ready to validate actual language usage, the curriculum will not respond to the actual needs of both teachers and learners. Adapted from the source document