Dirassat
Abstract
The 2023-2024 school year is unlike any other in terms of Moroccan language policy. The Ministry of National Education, Preschool and Sports has issued a circular calling on its various officials, players and stakeholders to generalize the use of the English language from secondary school level upwards. This new configuration, whose ultimate aim is to establish “linguistic pluralism in a progressive and balanced way”, starts with a sample of 10%, but intends to reach 100% in all public colleges by the 2025-2026 season. So what are the reasons for this choice? What does it say about the linguistic situation in Morocco and the issues involved? Would the addition of a “new” language to the linguistic landscape be a salutary choice, or simply a stratification of a millefeuille of languages that would further contribute to the prevailing elitism and deepen inequalities? How can English succeed when linguistic mastery - of all languages - remains unsatisfactory and falls short of the expectations and challenges that Morocco intends to raise? Could English finally be the language of transition?
Recommended Citation
Idriss, EL OUAFA
(2024)
"La transition linguistique au Maroc : ce que la langue doit à la réforme et vice versa,"
Dirassat: Vol. 26, Article 7.
Available at:
https://digitalcommons.aaru.edu.jo/dirassat/vol26/iss2/7