The Teaching of Science Subjects through Foreign Languages in Moroccan Secondary Schools: Science Teachers’ Perceptions and Experiences

Abstract

The present study explores Moroccan science teachers’ perceptions of teaching science subjects through foreign languages, mainly French, in Moroccan secondary schools. Seventeen science and technology teachers have been interviewed and data were analysed following the grounded theory methodology. The researcher constructs hypotheses based on data collection and analysis following axial coding. The findings of the study reveal that although science teachers hold positive attitudes towards the change in the language of instruction, they do not agree with the way this new initiative is being implemented. According to them, neither teachers nor students have been prepared to cope with a foreign language as a medium of instruction. They think students’ low French proficiency is the major challenge in this new initiative. Hence, they admit to resorting to the mother tongue to facilitate students’ content learning. Also, they have expressed their dissatisfaction with the prioritization of French as a foreign language and as a language of instruction. Instead, they suggest preparing young generations to switch to English as a medium of instruction through introducing English as a first foreign language at the primary and middle schools instead of French. The study ends up with some implications to overcome the challenges of the new policy.

English medium instruction (EMI) in Moroccan secondary schools: Science teachers’ perception

“…In the Moroccan context, the EMI program is part of a large-scale and topdown mul lingual program, known as language alterna on (LA). The LA policy is recommended in the Strategic Vision (2015)(2016)(2017)(2018)(2019)(2020)(2021)(2022)(2023)(2024)(2025)(2026)(2027)(2028)(2029)(2030) and Framework Law (2019) educa onal reforms, which were conceptualized and planned by central agents (appointed by the King) and implemented by the Ministry of Educa on (Ben Hammou & Kesbi, 2021a). The policy is based on the idea of teaching science subjects in foreign languages, mainly French, English and Spanish, instead of the Arabic language.…”

“…EMI is a small-scale ini a ve, implemented as a pilot in selec ve EMI classes in a few secondary schools, in some big ci es, namely, Rabat (Abu Dar El Ghifari high school), Casablanca (Moulay Abdellah high school), Tangiers (Allah Elfassi high school), Tetouan (Hassan II high school and Elmahdy Bennouna high school). The major explana on for the limited use of EMI is the lack of teachers who can teach through English, given that French is also the major language of instruc on in higher educa on (Ben Hammou & Kesbi, 2021a). The program enacted is highly selec ve and it a racts students whose English is good enough to cope with as a medium of instruc on.…”

English-medium instruction (EMI) in Moroccan higher education: graduate students’ attitudes

“…The legitimate question to ask in this situation is “whose responsibility is it to enhance the students’ language abilities?” Is it the responsibility of secondary school teachers or should the EMI teachers in higher education integrate language development in their teaching (Airey, 2016)? In several teacher-perception-based studies, EMI teachers deny the responsibility for improving students’ language proficiency (Othman and Saat, 2009; Rogier, 2012; Dearden and Macaro, 2016; Ben Hammou and Kesbi, 2021a, 2021b, among others). As a case in point, Ben Hammou and Kesbi (2021a, 2021b) investigated the science teachers’ perceptions of teaching content through foreign languages including English in Moroccan secondary schools.…”

“…In several teacher-perception-based studies, EMI teachers deny the responsibility for improving students’ language proficiency (Othman and Saat, 2009; Rogier, 2012; Dearden and Macaro, 2016; Ben Hammou and Kesbi, 2021a, 2021b, among others). As a case in point, Ben Hammou and Kesbi (2021a, 2021b) investigated the science teachers’ perceptions of teaching content through foreign languages including English in Moroccan secondary schools. The participating teachers consider themselves unqualified to focus on students’ language problems.…”

“…However, while French-medium instruction has become the norm in most secondary schools and science universities, EMI and Spanish-medium instruction (SMI) are limited to some selective classes in a few secondary schools. The major challenge that graduates of these programmes face is that both EMI and SMI are not extended to higher education as French is still the major language of instruction for science, technology, engineering and mathematics (STEM) subjects, especially in public higher institutions (Ben Hammou and Kesbi, 2021a, 2021b; R’boul, 2022). Hence, students find themselves obliged to switch to French-medium instruction or change their streams.…”