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The Debate on Language Policy and Planning in Morocco: Examining Attitudes Toward Foreign Language–Based Instruction of Science
- Al-ʿArabiyya: Journal of the American Association of Teachers of Arabic
- Georgetown University Press
- Volume 57, 2024
- pp. 103-125
- Article
- Additional Information
Abstract:
Debates about language of instruction are central to many speech communities. This study examines the role of language attitudes in recent language policy changes to the language of instruction in Moroccan science classrooms. We take a bottom-up approach to analyzing the role of stakeholders' (students, teachers, and families) attitudes toward the application of a new framework law that introduces French in science classrooms and its effect on students' educational trajectories. The data analysis shows that commentators' stance against the use of French in science instruction primarily stems from identity-based reasons and the inefficiency of foreign language instruction. Respondents' attitudes highlight the social ramifications and inherent inequalities in changing the medium of instruction to a non-native language. The significance of the results for language policy and planning debates in Morocco and for language policy and planning research is discussed.