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

Abstract

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.

“Speak English”: A Comment on English Language Instruction in an Era of Neo‐Nationalism

“…Moreover, English is the national language of a minority of the world's countries, but in these places, primarily speaking English has long been seen as essential for national identity and cohesion. At the same time, English is a foreign, albeit powerful, language in the rest of the world, a potential threat to national languages everywhere (e.g., R'boul & Belhiah, 2023).…”

“…. we should be open to foreign languages and cultures so as to successfully become global citizens" (R'boul & Belhiah, 2023). In Turkish classrooms, some see English as "shared code, a potential equalizer", capable of engendering empathy for Syrian immigrants (Yazan et al, 2023).…”

“…In Bangladesh, English instruction is linked to computer literacy and preparation for the labor market in a modern, secularized world (Hamid & Ali, 2023). As one survey respondent in Morocco said, “…we should be open to foreign languages and cultures so as to successfully become global citizens” (R'boul & Belhiah, 2023). In Turkish classrooms, some see English as “shared code, a potential equalizer”, capable of engendering empathy for Syrian immigrants (Yazan et al., 2023).…”

“…Even where colonizing powers did not speak English, its adoption in a country today can delay recovery from occupation by imposing a new form of linguistic colonization, which may put language teachers in the position of having to "encourage what is local but not at the expense of what is global" (R'boul & Belhiah, 2023). This balancing act between globalism and nationalism must be particularly difficult in countries looking to strengthen national identity and independence post colonialism-which entails focusing on national languages-while also looking to spur economic and social development to combat the disadvantages of colonization-which may necessitate learning English.…”