Management teams' attitudes towards the Implementation of Content and Language Integrated Learning in Moroccan secondary education: fostering multilingualism or perpetuating monolingual ideology

• Ben Hammou, Salah ^[2] ; Bataoui, Mohamed ^[2] ; Razzouki, Mustapha ^[1]
  1. [1] Université Sultan Moulay Slimane

     Université Sultan Moulay Slimane

     Alkhalfia, Marruecos

     
  2. [2] Hassan 1st university of Settat, Casablanca-Settat, Morocco
• Localización: International journal of multilingualism, ISSN 1479-0718, Vol. 23, Nº. 1, 2026, págs. 868-887
• Idioma: inglés
• DOI: 10.1080/14790718.2025.2539321
• Texto completo no disponible (Saber más ...)
• Resumen

  • Through semi-structured in-depth interviews and group discussions, the current study explored the perspectives of management team members on two major issues: 1) implementation of L2-French as the compulsory medium of instruction for science subjects, and 2) the feasibility of transitioning to EMI (English-Medium Instruction) in Moroccan education. The data were collected and analyzed using Grounded Theory methodology principles and techniques. The findings revealed that most participants were against shifting to obligatory French-medium instruction (FMI) in Moroccan secondary education. They believed the new policy would perpetuate colonialism in the country and negatively impact students’ academic success. In contrast, views on English and EMI were overwhelmingly positive. Yet, structural barriers, such as teachers’ and students’ limited English proficiency, and institutional resistance, currently hinder a large-scale transition to EMI. The findings highlight the complex interplay between language policy and post-colonial influence, suggesting that a sustainable and context-sensitive multilingual education model – integrating Arabic, Amazigh, French, and English – may better serve Morocco’s educational and linguistic realities.

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