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

IF 3.7 1区文学 Q1 LINGUISTICS

Studies in Second Language Learning and Teaching Pub Date : 2023-06-29 DOI:10.14746/ssllt.38275

Salah Ben Hammou, Abdelaziz Kesbi

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引用次数: 1

Abstract

The present study explored a small-scale English medium instruction (EMI) initiative in Moroccan secondary schools, which is part of a top-down multilingual policy based on teaching science subjects through foreign languages, namely French, English, and Spanish. 18 secondary EMI teachers of math, physics and life and earth sciences were interviewed in order to understand the new policy. Following grounded theory (GT) methodology, the findings show positive attitudes towards the implementation of EMI in Moroccan education, but the teachers seemed unsatisfied with the way it has been implemented. They thought science teachers were not prepared for such a new tendency. The study also revealed that teachers’ low English proficiency was considered the major challenge to the successful implementation of EMI in Moroccan secondary schools and the essential reason behind using the first language in the EMI classroom. To prepare future generations for extending EMI in the Moroccan education, the teachers called for a switch to English as the first foreign language, instead of French, in all levels of schooling, and suggested gradual introduction of EMI in primary and middle schools. The study ends with some implications for overcoming the challenges of the new policy.

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摩洛哥中学英语媒介教学(EMI):科学教师的认知

本研究探讨了摩洛哥中学的小规模英语媒介教学(EMI)倡议，这是自上而下的多语言政策的一部分，该政策基于通过外语(即法语、英语和西班牙语)教授科学科目。为了了解新政策，我们采访了18名数学、物理、生命和地球科学的中学EMI教师。根据扎根理论(GT)方法，调查结果显示对在摩洛哥教育中实施EMI持积极态度，但教师似乎对其实施方式不满意。他们认为科学教师还没有为这种新趋势做好准备。研究还显示，教师英语水平低被认为是在摩洛哥中学成功实施EMI的主要挑战，也是在EMI课堂上使用第一语言的根本原因。为了使后代为在摩洛哥教育中推广EMI做好准备，教师们呼吁在各级学校中将英语而不是法语改为第一外语，并建议在小学和中学逐步引入EMI。这项研究最后对克服新政策的挑战提出了一些启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Second Language Learning and Teaching LINGUISTICS-

CiteScore

5.30

自引率

2.90%

发文量

审稿时长

12 weeks

期刊介绍： Studies in Second Language Learning and Teaching (ISSN 2083-5205) is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. The language of publication is English. The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various aspects of language learning in instructed and non-instructed settings, as well as different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. Each issue carries about 6 papers, 6000-8000 words in length, as well as reply articles and reviews. At least one of the four issues per year is a special focus issue devoted to a particular area of second language learning and teaching, sometimes with a guest editor who is an expert on a specific topic.