Language of Instruction and Student Achievement in Moroccan High Schools: Perspectives Towards Trilingual Education

Despite the myriad of studies on teaching foreign languages in Morocco, little research has been conducted to examine the perceptions of both teachers and students about trilingual education in Morocco. This study aims to examine how the integration of foreign languages has been perceived. It also assesses the extent to which trilingual education has been applied and received in the Moroccan context. This study mainly investigates the effects of the language of instruction on students’ performance in Moroccan high schools. Using a quantitative design, questionnaires were administered to 18 EFL teachers, including science teachers and teachers of languages in the Moroccan setting, and 88 high school students. The data were collected via online questionnaires and analyzed through descriptive statistics using frequencies and percentages. The results show that Moroccan students and teachers exhibit positive attitudes towards the English language as an integrated foreign language in the Moroccan system, despite the emphasis on French as the main language of science. The results also showed a strong preference by students and teachers for English over French as a language of instruction for science. The findings indicate that students’ comprehension and academic progress in science education are affected by their linguistic proficiency. The investigation highlights the need to improve teacher training, reconsider language teaching policies, and improve classroom teaching practices to support trilingual education in Morocco.

Foreign languages, Morocco, Education

1. Azikiwe, A. (2014, May 19). Neo-colonialism and the changing nature of imperialism in Africa. Global Research. https://www.globalresearch.ca/neo-colonialism-and-the-changing-nature-imperialism-in-africa/5385713 [Google Scholar] [Crossref]

2. Bentahila, A. (1983). Language attitudes among Arabic–French bilinguals. Multilingual Matters. [Google Scholar] [Crossref]

3. Bullock, S. (2014). Language ideologies in Morocco (Undergraduate honors thesis, Connecticut College). Anthropology Department Honors Papers, Paper 11. http://digitalcommons.conncoll.edu/anthrohp/11 [Google Scholar] [Crossref]

4. Cobb, P. (1994). Where is the mind? Constructivist and sociocultural perspectives on mathematical development. Educational Researcher, 23(7), 13–20. https://doi.org/10.3102/0013189X023007013 [Google Scholar] [Crossref]

5. Ennaji, M. (2002). Language contact, Arabization policy and education in Morocco. In A. Rouchdy (Ed.), Language contact and language conflict in Arabic (pp. 1–27). Routledge. [Google Scholar] [Crossref]

6. Ennaji, M. (2005). Multilingualism, cultural identity, and education in Morocco. Springer. [Google Scholar] [Crossref]

7. Khamees, K. (2016). An evaluative study of memorization as a strategy for learning English. International Journal of English Linguistics, 6(4), 248–259. https://doi.org/10.5539/ijel.v6n4p248 [Google Scholar] [Crossref]

8. Kingdom of Morocco. (2015). Vision stratégique de la réforme 2015–2030: Pour une école de l’équité, de la qualité et de la promotion. Higher Council for Education, Training and Scientific Research. https://www.csefrs.ma/wp-content/uploads/2015/05/Vision_Strategique_Fr.pdf [Google Scholar] [Crossref]

9. Kövecses, Z. (2002). Metaphor: A practical introduction. Oxford University Press. [Google Scholar] [Crossref]

10. Lee, K. R., & Oxford, R. L. (2008). Understanding EFL learners’ strategy use and strategy awareness. Asian EFL Journal, 10(1), 7–32. Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Lawrence Erlbaum Associates. [Google Scholar] [Crossref]

11. Marley, D. (2004). Language attitudes in Morocco, following recent changes in language policy. Language Policy, 1(1), 25–46. [Google Scholar] [Crossref]

12. Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education (2nd ed., pp. 102–119). Macmillan. [Google Scholar] [Crossref]

13. Richards, J. C., & Schmidt, R. (2013). Longman dictionary of language teaching and applied linguistics (4th ed.). Routledge. [Google Scholar] [Crossref]

14. Saidi, R. (2001). The teaching of modern standard Arabic to Moroccan pupils in elementary schools in the Netherlands: A study on proficiency, status and input (Unpublished doctoral dissertation). Tilburg University. [Google Scholar] [Crossref]

15. Safdar, M. (2013). Meaningful learning and rote learning in physics: A comparative study. Middle Eastern & African Journal of Educational Research, 6, 60–77. [Google Scholar] [Crossref]

16. Sapsford, R. (1999). Survey research. Sage Publications. [Google Scholar] [Crossref]

17. Tashakkori, A., & Teddlie, C. (2003). Handbook of mixed methods in social and behavioral research. Sage Publications. [Google Scholar] [Crossref]

18. Vaidya, N. (1996). Science teaching for the 21st century. Deep & Deep Publications. [Google Scholar] [Crossref]

19. Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Cambridge: Harvard University Press. [Google Scholar] [Crossref]

20. Zouhir, A. (2013). Language situation and conflict in Morocco. In O. Orie & K. Sanders (Eds.), Selected proceedings of the 43rd Annual Conference on African Linguistics (pp. 209–218). Cascadilla Proceedings Project. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study