Moroccan secondary school teachers’ perspectives on translanguaging implementation, perceived benefits, and challenges encountered
A qualitative analysis
Bibliographic Data
| ID | 21590002 |
|---|---|
| Authors | Hassane Razkane (0000-0003-0144-5522, Chouaib Doukkali University), Bouchaib Benzehaf (0000-0002-1976-5092, Chouaib Doukkali University, corresponding author), Salah Ben Hammou (0000-0002-8416-5245, Université Hassan 1er) |
| Year | 2026 |
| Volume | 40 |
| Issue | 2 |
| Pages | 388-408 |
| Publication date | 2026-03-04 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language and Education (JOURNAL) |
| Journal identifiers | ISSN: 0950-0782 • E-ISSN: 1747-7581 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500782.2025.2526487 |
| OpenAlex | W4411978579 |
| Language | EN |
| Citations received | 6 |
| References cited | 55 |
The recent shift to the exclusive use of French as a Medium of Instruction (MOI) for science subjects in secondary education in Morocco has raised concerns about the challenges faced by students who are weak in French and more proficient in their home languages. This study investigated secondary-school teachers’ perceptions regarding translanguaging in Moroccan classrooms, with a focus on the way they conceptualize and implement it in practice, as well as the benefits and challenges they associate with its use. Data was collected via semi-structured interviews with 20 teachers of science subjects and was analyzed iteratively using Grounded Theory as the guiding framework. Findings revealed that participants incorporate languages, specifically Moroccan Arabic and Standard Arabic, into their teaching practices, exploiting students’ linguistic backgrounds to facilitate learning. Teachers reported several perceived benefits, including improved learning and instruction, increased student engagement, and enhanced content comprehension. However, they also identified challenges associated with the implementation of translanguaging, including misalignment between teaching and assessment, rigid monolingual language policies, and the lack of teacher training in translanguaging as a pedagogical approach. Based on the findings, the study concludes by emphasizing the significant role of translanguaging in educational settings
Mathematics education · Pedagogy · Qualitative research · Sociology · Translanguaging · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Reframing science teaching in multilingual Moroccan classrooms through spontaneous translanguaging practices
Bangladeshi University Students’ Motivation and Translanguaging Ideologies Toward English‐Medium Instruction
Advancing L3 writing pedagogy in higher education through metacognitive strategy instruction
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The effect of explicit morphological awareness training in English on high-school students’ morphological skills in English, French, and Standard Arabic
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Translanguaging-informed beliefs and practices of Spanish-English middle school bilingual teachers upon completion of an online professional development
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Translanguaging as a Practical Theory of Language
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| Citations per year | 6 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |