Language Drama in Morocco

Another Perspective on the Problems and Prospects of Teaching Tamazight

Datos Bibliográficos

ID3978503
AutoresElizabeth Buckner (0000-0001-6335-0997, autor de correspondencia)
Año2006
Volumen11
Número4
Páginas421-433
Fecha de publicación2006-12-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaThe Journal of North African Studies (JOURNAL)
Identificadores de la revistaISSN: 1362-9387 • E-ISSN: 1743-9345
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/13629380601037518
OpenAlexW2026146844
IdiomaEN
Citas recibidas8
Referencias citadas12

In ‘Language Policy in Morocco: Problems and Prospects of Teaching Tamazight’, Mohammed Errihani (Journal of North African Studies, Vol. 11, 2006) examines the status of Morocco's new language policy to teach Tamazight in elementary schools. This article theorises about many of the implementation problems that Errihani finds. It argues that the Tamazight language policy is riddled with problems because it was designed by the monarchy as a political tool meant to garner support from diverse audiences rather than as a language education policy sincerely intending to teach Tamazight. The analysis considers both economic and educational data on the status of the Imazighen in Morocco as well as qualitative fieldwork conducted in late 2004 in two rural villages outside of Tafraoute, a Tamazight-speaking village in the south of Morocco. While affirming the importance of Tamazight for all Moroccans, it argues that there exists another very real, yet often overlooked, benefit of teaching Tamazight, for both Amazigh students and the nation as a whole: the educational potential of mother language education

Art · Drama · Language education · Language policy · Literature · Monarchy · Pedagogy · Perspective (graphical · Political science · Politics · Sociology · Law · Linguistic and Sociocultural Studies · Multilingual Education and Policy · Second Language Learning and Teaching