Lying off the east coast of Africa and four degrees south of the equator, the Seychelles islands consist of a trilingual republic with English, French and Seychellois Creole as its national languages. The home language of the majority of the population is the Frenchbased Creole, also known as Kreol Seselwa. The first two years of formal education is undertaken in Seychelles Creole with an abrupt shift to English for all subjects—except mathematics, where it is taught from primary 1. National and international mathematics results in the public sector have consistently been a source of concern, in over the past decade. There is indication that imperfect or limited comprehension of technical subjects due to their delivery in a second language could be a key factor for the declining attainment levels (Deutschmann & Zelime, 2020). With the growing use of digital technology in education, numerous studies have shown the efficacy of AI chatbots for scaffolding learning to enhance learning outcomes. An artificially intelligent tutoring bot was created to assist pupils with mathematics using Seychellois Creole as a medium of communication. This paper describes just the first step of a multi-step project—the evaluation of the language abilities of the tutoring bot when communicating in Seychellois Creole about mathematics at primary school level. At the time of writing, the results of this initial first step indicate that the artificially intelligent tutoring bot was possibly not suitable for primary school children but would be suitable for more mature students. However, recent improvements in the underlying artificial intelligence technology (as described in the Conclusion section) point to future steps which should be taken in this regard.