التخطيط اللغوي والسياسة اللغوية بالمغرب : لغة تدريس المواد العلمية في السلك الثانوي الإعدادي
This research paper aims to investigate the opinions of secondary school science teachers on the language of instruction in the classroom. The Moroccan education system has experienced a shift from Arabic to French in the teaching of science subjects. This transition continues to pose several challenges, particularly in aligning the language used in teaching practices with the curriculum and accommodating learners' linguistic abilities and competence. The linguistic policy in Morocco is shaped by multiple factors, including national and international social diversity influenced by globalization. This diversity is reflected in the official educational discourse, which seeks to gradually establish linguistic diversity. It also aims to make Moroccan learners proficient in the official languages (Arabic and Amazigh) and in at least two foreign languages, with the ability to code-switch. However, in practice, Moroccan secondary schools tend to favor one language for teaching science subjects over others, which challenges the effectiveness of adopting French as the sole medium of instruction. This paper employs a descriptive method to analyze the language used in secondary schools for teaching science subjects. It focuses on secondary school teachers and employs questionnaires for data collection. It is structured around three main pillars: (1) the language used in textbooks, (2) the language used by teachers to communicate with students, and (3) the types of assessment methods applied under the adoption of French as the language of instruction in science subjects. Teachers’ feedback provided a clear picture of the languages used for communication in the classroom. It also revealed the approved assessment methods, with different varieties of Arabic dominating the patterns of oral communication. On the other hand, assessment primarily relies on objective questions, often neglecting reasoning, critical thinking, and evidence-based responses that require strong linguistic proficiency. This highlights the need for an objective evaluation of the current linguistic policy, taking into account constitutional principles and national and international assessments in science subjects. The goal is to develop an effective language policy that fosters a well-rounded national identity. (Published abstract)