Language Drama in Morocco

Another Perspective on the Problems and Prospects of Teaching Tamazight

Dados Bibliográficos

ID3978503
AutoresElizabeth Buckner (0000-0001-6335-0997, autor correspondente)
Ano2006
Volume11
Fascículo4
Páginas421-433
Data de publicação2006-12-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoThe Journal of North African Studies (JOURNAL)
Identificadores do periódicoISSN: 1362-9387 • E-ISSN: 1743-9345
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/13629380601037518
OpenAlexW2026146844
IdiomaEN
Citações recebidas8
Referências 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