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Amazigh in language policy and educational practice in Morocco

Bibliographic Data

ID11919908
AuthorsAbderrahman El Aissati (Tilburg University, corresponding author), Suzanne Karsmakers (Tilburg University), Jeanne Kurvers (Tilburg University)
Year2011
Volume41
Issue2
Pages211-227
Publication date2011-03-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueCompare A Journal of Comparative and International Education (JOURNAL)
Journal identifiersISSN: 0305-7925 • E-ISSN: 1469-3623
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/03057925.2011.547289
OpenAlexW2106509330
LanguageEN
Citations received9
References cited6

In 2003, the Amazigh (Berber) language and the Tifinagh script were, for the first time in history, introduced as a subject for all students in public primary schools in Morocco. This study first investigates the language planning policy behind the introduction of the new Amazigh curriculum: selection, codification, standardization, curriculum development and implementation in public primary schools. In order to successfully implement a new curriculum it is also important to have an understanding of the expertise, attitudes and concerns that teachers bring to their classroom. A survey of 132 teachers, complemented by in‐depth interviews and classroom observations revealed that teachers experienced many challenges in implementing the Amazigh curriculum, mainly due to preconditions like availability of materials and teaching time, familiarity of teachers and students with Amazigh and Tifinagh script, and the timing of the implementation of Amazigh at school

Curriculum · Library science · Mathematics education · Pedagogy · Political science · Selection (genetic algorithm · Sociology · Standardization · Subject (documents · Computer Science · Linguistic and Sociocultural Studies · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching

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