Moroccan teacher perspectives on potential outcomes for Tamazight language in education in response to Framework Law 51.17

• In Event: Highlighted Session: Understanding language education from a diverse curricular perspective

Proposal

Introduction

In 2019 the Moroccan Parliament approved Framework Law 51.17 (La loi-cadre 51.17), a new education reform law which contains articles that give direction on the future of languages in its education system. Article 31 of this law stipulates that all Moroccan students should be proficient in both official languages, Modern Standard Arabic (MSA) and Tamazight, in addition to two foreign languages upon completion of secondary school. Tamazight is the standardized version of three Amazigh language varieties – Tarifit, Tachelhit and Central Atlas Tamazight. Amazigh languages represent approximately 30% of the linguistic landscape and are predominantly spoken by the Amazigh, an ethnic group who are indigenous to Morocco. During French colonization and then Arabization, Amazigh languages were largely marginalized in society and excluded from the education system. Framework Law 51.17 is the latest among several previous language planning and policy (LPP) measures intended to promote and expand use of Tamazight in the Moroccan education system. Former policies used top-down implementation approaches which consequently proved ineffective in educational practice. Prior research notes several challenges contributing to a gap between Tamazight language policy and implementation, including but not limited to: (1) lack of prioritization by schools, (2) teacher shortage, (3) inadequate teacher training, (4) outdated teaching methods, (5) language conflict and differing language attitudes in society (Buckner, 2006; El Kirat & Boussagui, 2017; Ennaji, 2005; Errihani, 2006; Sadiqi, 2011).

Purpose

The purpose of this research is to understand Moroccan teachers’ perspectives concerning current implementational challenges and possible future change trajectories for Tamazight language in education in response to the provisions stated in Framework Law 51.17.

Theoretical Frameworks

Kosonen & Benson (2021) suggest four language-in-education policies change directional models to demonstrate how LLP in education change processes are initiated or influenced by actors existing at different levels – from above, from the side and from below. I apply this framework to analyze participants' responses in order interpret their understanding of Morocco’s current LPP directional model for Tamazight, as well as to determine the main actors involved in Moroccan language-in-education policy and planning.

I propose a concept called potential impact which is defined as the interpreted future trajectories of LPP in education derived from the empirical knowledge/experiences of teachers and school officials. School-level practitioners are “at the heart of language policy” (Ricento & Hornberger, 1996, p. 417). Teachers are essential frontline agents at the core of LPP. They deeply understand the realities of their students and have keen awareness of the conditions necessary for successful language policy implementation. I use this framework to describe the potentiality of Framework Law 51.17 to bring forth positive change which is operationalized in terms of all the foreseeable outcomes reported by teachers that have to capacity to facilitate the implementation of Tamazight in Moroccan schools.

Ruiz (1984) proposes three common orientations assumed by states during language planning efforts: language-as-problem, language-as-right, and language-as-resource. I apply this framework to infer the past and current language planning orientations in Morocco focusing on Tamazight language in education.

Methodology

90-minute semi-structured interviews were conducted virtually with six Moroccan primacy school teachers working in school settings where Tamazight is either used as a language of classroom instruction or taught as a language subject. Participants were interviewed in Moroccan Arabic (Darija) & French by Moroccan research assistants. Interview transcripts were transcribed in MSA and then translated into English. I used thematic analysis, a priori coding and memoing to analyze interview data.

Preliminary Analysis & Findings

• Participants report negative & positive teaching experiences and perceived outcomes for Tamazight language in education under Framework Law 51.17
• In regard to Tamazight, Morocco's language planning orientation has transformed from language-as-problem to language-as-right but has not reached language-as-resource.

Contributions to the Field

The primary goal of this study is to encourage institutional change by informing education stakeholders of potential limitations in the national instruction of Tamazight by highlighting teachers’ voices and experiences. I also seek to provide recommendations to actors from above based on data findings.

Buckner, E. (2006). Language Drama in Morocco: Another Perspective on the Problems and Prospects of Teaching Tamazight. The Journal of North African Studies, 11(4), 421–433.

El Kirat, Y., & Boussagui. Y. (2017). Amazigh in Morocco. In Seals, C.A. & Shah, S. (Eds). Heritage Language Policies Around the World. (pp. 111–127).

Ennaji, M. (2005). Multilingualism, Cultural Identity, and Education in Morocco. Springer.

Errihani, M. (2006). Language policy in Morocco: Problems and prospects of teaching Tamazight. The Journal of North African Studies, 11(2): 143–154.

Kosonen, K. & Benson, C. (2021). Bringing non-dominant languages into education systems: Change from above, from below, from the side – or a combination? In Benson. C. & Kosonen, K. (Eds.) Language Issues in Comparative Education: Policy and practice in multilingual education based on non-dominant languages (pp. 25-56). Brill/Sense.

Ricento, T., & Hornberger, N.H. (1996). Unpeeling the Onion: Language Planning and Policy and the ELT Professional. TESOL Quarterly, 30, 401-427.

Ruiz, R. (1984). Orientations in language planning. NABE: The Journal for the National Association for Bilingual Education. 8(2): 15–34.

Sadiqi, F. (2011). The teaching of Amazigh (Berber) in Morocco. In Fishman, J.A. & Garcia, O. (Eds.). Handbook of language and ethnic Identity: The Success-Failure Continuum in Language and Ethnic Identity Efforts. Vol 2, (pp. 33–44).Oxford University Press.

Author

• Obi Eneh, Teachers College, Columbia University