English Language Teaching in Higher Education in Morocco PDF

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English Language Teaching in Higher Education in Morocco Mohamed Benhima Sidi Mohamed Ben Abdellah University, Fez [email protected] Abstract This report comes in the context of a series of reports on issues in higher education. It attempts to overview the status of English Language Teaching in hi...

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English Language Teaching in Higher Education in Morocco Mohamed Benhima Sidi Mohamed Ben Abdellah University, Fez [email protected] Abstract This report comes in the context of a series of reports on issues in higher education. It attempts to overview the status of English Language Teaching in higher education in Morocco by drawing mainly from the works of Buckner (2011), Ouakrime (1986) and Weiss (1996). It compares the status of English with that of French in the educational policy and language planning. As a matter of fact, English departments have grown steadily ever since independence in 1956. Their missions and pedagogical practices have enormously changed in keeping with the dynamic needs of society. Keywords: English Language Teaching, higher education, English departments Introduction Morocco has been characterized by its complex linguistic landscape. Thus, six main languages make up the linguistic profile of Morocco, namely Moroccan Arabic, Standard Arabic, Amazigh, French, Spanish and English. While French and Spanish are associated with imperialism, English does not have such imperialistic legacies. Thus, English has started competing with French in many domains, especially in education. Consequently, English has affected many institutions of higher education, and many English Departments in Moroccan universities have gained ground ever since independence. In this regard, this report is going to be dealing with the status of English compared to French, the English Departments in the history of higher education in Morocco followed by the changing mission and characteristics of English Departments in Moroccan universities. 1. The Status of English in Morocco Although French is still dominant in several domains in Morocco despite the Arabization policy, it faces a strong competition from English in several aspects. While French is considered a second language and, thus, used as a language of instruction in the faculties of science in Morocco, English is the third or fourth language for many Moroccan Arabs or Amazigh. It is still a foreign language; however, it is competing with French in that it is not associated with colonialism, and it does not constitute a threat to the Moroccan national identity in language planning and language policy. In this regard, Ennaji (2005, cited in Buckner 2011) stated, “English is now in a position to compete with French in many realms” (217). Moreover, it is thought to be a language of wider communication that serves as the lingua franca of the world in that, in contrast to the restricted status of French, it acts as the nation’s linguistic gate to the West (Buckner, 2011: 217). Thus, English opens up new horizons for Moroccans, especially youngsters, to be open to the western culture or to pursue their study abroad in order to enhance their social mobility. Last but not least, English is praised for its instrumental value by offering more job prospects for Moroccans in teaching, diplomacy and business. For example, it proves to be useful for Moroccans who go to the gulf countries to work as security guards, flight attendants, or even teachers due to the status this

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language has in the gulf countries compared to French. This resulted in the emergence of several English sections or departments in Moroccan universities and the introduction of new updated subjects in ELT such as English for Diplomacy, English for Business and English for Tourism. 2. The History of English Departments in Higher Education in Morocco Since independence, English language teaching has been a central component in higher education in Morocco, especially in the faculties of arts, faculties of education and teacher-training centers. According to Ouakrime (1986), English has been first considered a section, not a department, within the faculties of letters in addition to Arabic, Philosophy and Islamic Studies. The first established department of English was the Rabat one in 1957. Later on, the Department of English has been decentralized all over Morocco to absorb the growing number of the Baccalaureate graduates from either “Preformation”, “Letters Modernes” or “Letters Originelles”. Thus, English Departments were established in Fez (1973), Casablanca, Ouajda, Marrakech and Meknes (1980). Moreover, in 1983, there was the establishment of the faculty of educational sciences in Rabat which, in turn, hosted an English Department to train third cycle English language teachers in order to continue the mission of Maroccanizing staff. Similarly, the English Department was part of E.N.S and C.P.R. for training teachers who are either second year university dropouts or B.A holders. In short, the mission of English Departments has long been to train teachers in faculties and regional centers for education and training. 3. The Changing Mission and Characteristics of the Current English Departments The Departments of English have changed their mission from a traditional mission of teacher training to more modern missions in order to accommodate the changes that took place in the Moroccan society. As was stated above, English Departments have the traditional mission of training teachers, especially to replace expatriates and satisfy the needs of the Moroccan job market. According to Weiss (1996:249), “English Departments have primarily trained teachers”. However, since the aim has changed from a traditional to a modern aim, “they the English Departments must take part in the training of professionals from diverse disciplines and fields” (ibid). Since then, there were several curricular shifts that have made of the English Department an interdisciplinary and “a service-oriented department (…) by taking on the responsibility of teaching language and communication skills to students of other departments” (op. cit.: 251). A case in point here relates to the High Commission of Water and Forests sending their staff to study and get trained in Alakhawayin University. In short, English Departments have changed their aim to suit the current needs of the Moroccan society by focusing on a new aim, a new content and new methods. Given all these developments, the English Department in higher education in Morocco has acquired new characteristics that distinguish it from other departments in terms of content, methodology and assessment. In addition to being a service-oriented department, English language courses have changed their focus from old literary canons to more modern ones, such as substituting Shakespeare for Edward Said and the like. In terms of methodology, there was the adoption of more learnercentered approach and even an eclectic approach as was pointed out by Ouakrime (1986:11). In terms of assessment, English Department is characterized mainly by continuous and different forms of assessment such as presentations, seminars, and portfolios, among othe. In general, English

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Department has several distinctive characteristics that make it occupy a special place in the Moroccan higher education system. Conclusion In sum, English in Morocco has had a relatively long history in the Moroccan complex linguistic market. Thus, it has started competing with French on status. This status has allowed English Departments to occupy an important place in higher education throughout history. Accordingly, English Departments have acquired new mission and different characteristics distinguishing them from other departments in the Moroccan faculties. References Ouakrime, M. (1986). English Language Teaching in Higher Education in Morocco: an Evaluation of the Fez Experience. Unpublished Ph.D Dissertation. University of London. Buckner, E. (2011). The Growth of English Language Learning in Morocco: Culture, Class and Status Composition. Mate Proceedings. Weiss, T. (1996). Curricular Shifts: English Department and The Challenge of Inter-disciplinarity. In Dahbi, M. et al. Cultural studies inter-disciplinarity and the university. Conference and colloquia No60. Mohamed V University. Rabat.

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