Focusing on a series of multiparty recordings carried out between the months of October and
March 2012 and drawing on a theoretical framework based on work of linguists such as Auer
(1999), Backus (2005), Bakker (2000), Maschler (2000) and Matras (2000a and 2000b), this
thesis traces the evolution of a continuum of language alternation phenomena, ranging from
simple code-switching to more complex forms of 'language alloying' (Alvarez- Càccamo 1998)
such as mixed codes and fused lects in multilingual Mauritius. Following Auer (2001), the
different conversational loci of code-switching are identified. Particular emphasis has been
placed upon, amongst others, the conversational locus of playfulness where, for instance,
participants' spontaneous lapses into song and dance sequences as they inspire themselves from
Bollywood pop songs and creatively embed segments in Hindustani within a predominantly
Kreol matrix are noted. Furthermore, in line with Auer (1999), Backus (2005) and Muysken
(2000), emerging forms of language mixing such as changes in the way possessive marking is
carried in Kreol and instances of semantic shift in Bhojpuri/ Hindustani words like nasha and
daan have been highlighted and their pragmatic significance explained with specific reference to
the Mauritian context. Finally, in the fused lect stage, specific attention has been provided to one
key feature namely phonological blending which has resulted in the coinage of the discourse
marker ashe and its eventual use in the process of discourse marker switching. In the light of the
above findings, this thesis firstly critiques the strengths and weaknesses of the notion of the code
switching (CS) continuum (Auer 1999) itself by revealing the difficulties encountered, at the
empirical level, in assigning the correct label to the different types of language alternation
phenomena evidenced in this thesis. In the second instance, it considers the impact of such shifts
along the language alternation continuum upon language policy and planning in contemporary
Mauritius and advocates for a move away from colonial language policies such as the 1957
Education Act in favour of updated ones that are responsive to the language practices of
speakers.