University Teachers’ Perspectives on Adopting EMI in Morocco

Nadri, Youssef; Haoucha, Malika

doi:10.1007/978-981-15-3805-6_6

Cited by 3 publications

(2 citation statements)

References 7 publications

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“…Second, English is generally taught systematically in some areas of academic study that do not directly contribute to the development of the country such as language studies and humanities and less systematically in other areas that do. Importantly, the implementation of delivering contents in English in other domains seems to face challenges of implementation (Nadri & Haoucha, 2020). However, the delivery of subjects related to business administration, technology and engineering are exclusively affordable to a tiny portion of the Moroccan society as they are provided in highly expensive and private institutions or abroad where the fees are too high for a large portion of Moroccans (Bouziane, 2011).…”

Section: Resultsmentioning

confidence: 99%

Moroccan Students’ Attitudes Towards Local and Foreign Languages: The Role of Self-Directed and Language Policy Forces

Bouziane

2020

ESNBU

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Ths article contributes to the hot debate on language preferences and choice at schools and society at large in Morocco from an empirical perspective. It investigates the Moroccan students’ attitudes towards the languages they use in their daily interactions and those that are widely used in the Moroccan education system and attempts to explain whether these attitudes are driven by intrinsic forces or by the language policy orientations set by decision makers. To do so, 1,477 respondents belonging to different school levels and disciplines completed a survey about their frequency of use and mastery of languages, as well as their preferences of language use in the future. Findings show that Moroccan students have positive attitudes towards all languages and would like to use foreign languages for instrumental purposes. They also show that such positive attitudes do not depend on the level of mastery of these languages, nor on their use as mediums of instruction or communication. The findings imply that attitudes towards languages in Morocco are rooted in factors beyond the official policy orientations.

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Section: Resultsmentioning

confidence: 99%

Moroccan Students’ Attitudes Towards Local and Foreign Languages: The Role of Self-Directed and Language Policy Forces

Bouziane

2020

ESNBU

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“…These studies included a study by Belhiah and Abdelatif (2016), which investigated the attitudes of science and technology doctoral students towards using English as a medium of instruction in three Moroccan colleges using a survey questionnaire. Additionally, Nadri and Haoucha (2020) conducted a similar study focusing on perceptions and attitudes of university economics teachers at the University Hassan II of Casablanca regarding issues related to the EMI policy. Another related study was published by Ben Hammou and Kesbi (2022).…”

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confidence: 99%

Training on English as a Medium of Instruction: Moroccan Public Secondary School Math and Science Teachers

Anaam

2022

IJLLS

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This study examines the experiences and perceptions of Moroccan public secondary school math and science teachers on training for English as a medium of instruction (EMI). In order to meet this objective, semi-structured interviews were conducted with six EMI math and science teachers from Moroccan public secondary schools in Rabat-Salé-Kénitra. The findings revealed that there was a shortage of training on EMI. All of the EMI teachers did not receive specialized EMI pre-service training. In addition, three undertook a short EMI in-service training, mainly at the beginning of their EMI teaching careers. Additionally, all of these EMI teachers explicitly expressed their need for future training for continuous improvement. Five of them desired additional training in the English language to improve their language proficiency. Three of these five teachers specifically wanted to learn scientific terminologies in English. Furthermore, one of these three teachers wanted to develop her speaking skills to communicate more effectively with students. Differently from the stream, an EMI teacher needed training in both the English language and EMI teaching methodologies. Overall, this study offers insights into this under-researched context of the EMI program in Morocco and provides recommendations for future research.

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‘Parallax language planning and policy’ as a theory for navigating (con)(diver)gent interpretations of English Medium Instruction (EMI)

R’boul

2024

Current Issues in Language Planning

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University Teachers’ Perspectives on Adopting EMI in Morocco

Cited by 3 publications

References 7 publications

Moroccan Students’ Attitudes Towards Local and Foreign Languages: The Role of Self-Directed and Language Policy Forces

Moroccan Students’ Attitudes Towards Local and Foreign Languages: The Role of Self-Directed and Language Policy Forces

Training on English as a Medium of Instruction: Moroccan Public Secondary School Math and Science Teachers

‘Parallax language planning and policy’ as a theory for navigating (con)(diver)gent interpretations of English Medium Instruction (EMI)

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