ELT in Morocco: Postcolonial Struggles, Linguistic Imperialism and Neoliberal Tendencies

R’boul, Hamza

doi:10.1007/978-3-030-92353-2_5

Cited by 12 publications

(1 citation statement)

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“…The hopes and misgivings about the spread of English in Morocco may illustrate the tensions that surround the world's most widespread lingua franca. To account for these complexities, the intersection of neo‐nationalist debates and TESOL will be discussed with regards to the broader themes of power imbalances (de Sousa Santos, 2021; Mignolo, 2021), linguistic imperialism in Southern spaces (R'boul, 2022c) and coloniality of power, knowledge, and being (Maldonado‐Torres, 2007; Quijano, 2007).…”

Section: Nationalist Rhetoric In Post‐democratic Spring Moroccomentioning

confidence: 99%

Neo‐Nationalism and Politicizing TESOL: Nationalist Rhetoric and Decolonial Impulses in English Teaching in Morocco

R’boul

Belhiah

2023

TESOL Quarterly

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Recent geopolitical events have led to a worldwide resurgence in nationalism which entails political togetherness and invokes the spirit of patriotism. In various contexts, language has been a central point of departure for many nationalist movements. In particular, English is increasingly discussed with regards to its sociopolitical and sociocultural implications for the expanding‐circle spaces. This research is a critical qualitative study that examines how neo‐nationalist policies are potentially transforming TESOL classes in Morocco. By focusing on TESOL teachers' reactions, we seek to reveal the range of impacts that recent nationalist policies have had on English teaching in Morocco and discuss pedagogical possibilities that can balance internationalist and nationalist desires in the country. In addition, we attempt to investigate how understandings of the nation are actualized in classrooms and how English language teaching practices and policies account for the ideas about the Moroccan nation. The study highlights how English language teachers make sense of debates surrounding English as a threat to national languages and how they can be agentive in realizing change through critical pedagogical interventions with nationalism and the concept of nation.

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