Investigating Teaching Practices in Reading Instruction of Amazigh Language in Morocco

Abstract

This study investigates the efficacy of reading instruction practices within the context of Amazigh language education. The research focuses on the impact of implementing targeted reading instruction on students' language proficiency. Employing a mixed-methods approach, this study combines quantitative and qualitative analyses to provide a comprehensive exploration of the topic. The sample comprises primary school teachers across different grade levels, each engaged in teaching the Amazigh language. Careful attention was given to the sampling design and geographic locations. Quantitative data was collected through an observation grid, allowing for a quantitative assessment of teachers' practices and perceptions. Complementary to this, qualitative data was obtained through classroom observations and semi-directed interviews, enabling a detailed exploration of instructional techniques and challenges faced. On the other hand, qualitative data underwent thematic analysis, revealing common threads in instructional strategies and hurdles encountered. Through the integration of quantitative and qualitative insights, a comprehensive panorama of the existing reading instruction landscape emerged. Findings shed light on the strengths and weaknesses of current strategies, providing a deeper understanding of the frequency and nature of reading instruction activities. Moreover, the outcomes bear pedagogical significance and offer valuable insights for advancing language education practices. This study not only contributes to the realm of pedagogical research but also has implications for enhancing language education strategies.