Language of instruction and student achievement in Moroccan High Schools: perspectives towards trilingual education

di Mina Moudden, Lalla Asmae Karama [*] 

Introduction

In Morocco’s multilingual educational system, the language of instruction has a crucial role in the success of students and their academic performance. Colonial and Arabization policies have historically affected Moroccan teaching guidelines and the language instruction. However, Moroccan education is not only a multilingual now, based on the strategic vision 2015-2030, but also a trilingual education system. This system integrates English as a language of science. Morocco presents a complex landscape of languages that includes Arabic, French and English as a developing foreign language (Ennaji, 2005). Learners’ attitudes toward these languages vary between seeing them as bridges or obstacles (Pennycook, 2001). Students’ achievements depend not only on the context but also on the language of instruction. In the Moroccan settings, numerous students face challenges when transitioning among languages across subjects. Therefore, this study investigates the effect of the language of instruction on the achievement of Moroccan high school students by surveying students, science teachers, and teachers of languages.

English as a foreign language in Moroccan education

The English language is widely recognized as the global lingua franca in the Moroccan system, and it is spoken by a number of Moroccans. It has gained serious attention due to the growing importance of English worldwide. In the Moroccan education system, students in public schools begin learning English only in the third year of middle school and at the high school level. However, it is taught at primary levels in private schools.

«Upon receiving a directive from the Minister of Education, we fast-tracked our plans to introduce English learning in middle schools, bringing about a significant shift in our educational approach», said Director of Curricula, Mohammed Zerouali in an interview with Hespress English. The new plan aims to improve students’ foreign language (FL) proficiency and mastery by using French and English to teach scientific subjects: math, physics and life and earth sciences at the secondary level, instead of the official language, Arabic.

 The move, based on Mohammed Zerouali, director of programs at the Ministry of Education, aims to provide “equal opportunities” between private and public schools, where English is already taught at the primary level. In May 2023, an educational initiative was presented by Aziz Akhannouch’s government that intends to introduce English to 100% of students in the first, second, and third years of secondary school by 2025-2026. That is to say, English is expected to be the main language in many subjects, just as French is today. The Ministry of Education plans to carry out this project in a “progressive and balanced manner”. The implementation of this new government decision will proceed as follows: English will be introduced with a coverage rate of 10% in the first year of secondary school in 2023-2024, and 50% in 2024-2025. During the 2025-2026 cycle, it will be implemented 100% and fully generalized by 2026. Each class will receive two hours of English instruction per week, and teachers will be responsible for 12 classes.

Arabization and French in the Moroccan system of education

It is well known that Morocco once had a traditional education system based on Islam. At the center of these schools’ curricula were memorization of the Quran, as well as learning basic literacy (Ennaji, 2005). After colonization, the French language was used in Moroccan schools, especially since they built schools in which the language of instruction was French. From 1912 to 1956, Morocco was governed as a French protectorate, and as such, French gained elevated status in the country (Zouhir, 2013). In 1956, with Moroccan independence, many changes happened in the Moroccan education system. The main change was the launch of the project of Arabization to unify the Arabic language, the Moroccan system, and people as well. These changes faced much criticism when Mohammed El Fassi, the first Minister of Education in independent Morocco, attempted to Arabize the ‘le cours préparatoire’. Much of this criticism came from Amazigh leaders who felt threatened by Arab nationalism and saw the Arabization project as an attempt to diminish the use of their language in Morocco (Marley, 2004). Accordingly, in 1965, the Minister of National Education decided to stop the project of Arabization and to restore the French system of education instead (Ennaji, 2002). In 1970, the ministry refused to implement French in teaching exact sciences in the secondary school system and instead gave priority to Standard Arabic. In the 21st century, in 2016-2017, the former minister Rachid Belmokhtar enforced the obligation to teach scientific subjects at the common core and first bac levels in French. The 2015-2030 Strategic Vision insisted on the use of French language in Moroccan public schools. The ministry launched also a program titled “Enhancing Quantum in Foreign Languages”. In 2019, the ministry continued to insist on teaching scientific subjects in French.

Methodology.  Instrument

A quantitative questionnaire was used to assess the attitudes of Moroccan teachers and students toward the language of instruction in the Moroccan education system. An online questionnaire was administered using Google Forms. The three questionnaires are described in detail in the following paragraphs. The types of questions on the three instruments included yes/no questions and items that required participants to rate their level of agreement using Likert scales: 1) Strongly agree; 2) Agree; 3) Neutral; 4) Disagree; 5) Strongly disagree. Questionnaires and agreement scale tests have routinely been utilized over the past several decades in psycho-sociolinguistic studies and have yielded valid and reliable results (Bentahila & Davies, 1983; Saidi, 2001). The questionnaires were proofread, validated through peer review, and pilot-tested for clarity. Voluntary participants were informed of the study’s aim. The questionnaire was shared online with science and language teachers via social media platforms in the form of a QR code or a link.

High school students’ questionnaire

The high school students’ questionnaire was divided into three main parts. The first part contained questions regarding biographical information such as sex, age, region, and home language. The second part examined students’ attitudes towards their competence in Arabic, French, and English. The third part asked about their views on the language of instruction in science disciplines.

Science teachers’ questionnaire

The science teachers’ questionnaire was divided into four main parts. The first part gathered demographic data such as sex, age, region, and educational experience. The second part dealt with teachers’ competence in mastering Arabic, French, and English languages. The third part examined teachers’ attitudes towards the language of instruction and the changes connected to adopting different languages as tools of science instruction. The final component examined teachers’ views on the future status of foreign languages in Moroccan education.

Teachers of languages’ questionnaire

The language teachers’ questionnaire was divided into four main parts. The first part gathered personal information including sex, age, region, and educational experience. The second part dealt with teachers’ competence in Arabic, French, and English. The third part examined teachers’ attitudes towards the language of instruction and the changes in adopting different languages in scientific subjects rather than in language teaching. The fourth component examined teachers’ views on the future status of foreign languages in Moroccan education.

Rationale

The instrument used to obtain data is relevant to the topic and nature of the research project. The questionnaire was carefully designed to collect both nominal and quantitative data. Moreover, the questions in this instrument aim to ensure validity and reliability as two major requirements of a research paper. Moreover, a questionnaire has other advantages such as being practical, cost-effective, and having standardized answers that make it simple to compile data. More importantly, it takes a short time to complete, which can encourage participants to provide reliable responses.

Data analysis

The data were analyzed using Jamovi statistical software, version 1.6.23.0. Jamovi was used because of its simplicity in handling questionnaire data. The data gathered were analyzed using descriptive statistics, including frequency tables and percentages.

Theoretical framework

This study adopts a social constructivist approach that sheds light on the role of language in social interactions that shape individuals’ understanding and knowledge construction (Vygotsky, 1978). According to social science studies, social constructivism is an effective theory to adopt in this study. Constructivism deals with individuals and how they construct their understanding of reality. In this context, attitudes refer to “feelings, thoughts, or actions toward a phenomenon” (Sapsford, 1999). In this case, it refers to the use of language by both the students and teachers in Moroccan high schools. Social constructivism sheds light on learning in social contexts. The experiences of science teachers, language teachers, and Moroccan high school students are crucial to this investigation. This study is mainly about the interaction between Arabic, French, and English in the Moroccan education system. Thus, surveying teachers and students is an appropriate method for examining the effect of language of instruction on the achievement of Moroccan high school students.

Participants

Concerning sampling, the population of this research paper is made up of teachers serving in Moroccan public high schools including science and language teachers. The survey is also devoted to high school students.

In this study, 88 students were surveyed. Forty-eight students were randomly chosen from Life and Earth Sciences courses in the second year Baccalaureate level. Moroccan students spend three years in the secondary studies at the high school level. The first year equips them with basic courses and then proceeding by completing first-and second- year baccalaureate courses. Choosing 2bac students purposefully selected based on being in touch with Arabic for 12 years, English for 6 years, and French for 11 years, and second-year baccalaureate students graduate to university the following year. Forty-one students were male students, while forty- seven were female. Their ages ranged from 16 to 19 years old.  The gender distribution shows a higher participation rate among female students (53.4%) compared to male students (46.6%). This might reflect the availability of female students, their interest in studies, and completing given tasks by their instructors. It may also refer to the demographic trends in Moroccan public schools. It might indicate female students’ interest in language mastery and future linguistic favorites.

Responses were also collected from 18 teachers; 8 language teachers and 10 science teachers. Among language teachers, 50% were aged 30-45, 25% were aged 21-30 (presenting novice teachers), and 25% were over 46 years old with experience. However, 60% of science teachers’ age ranged from 21-30 that represents novice teachers and the rest represents 40% of 30-45. It is vital to mention that age plays an elusive role in language learning attitudes. Thus, the variation of gender is clear from the mentioned statistics. The statistical findings suggest that younger teachers are more open to innovation and integration of languages in science education.

Concerning teachers’ qualifications and teaching experience, the educational level and years of experience show an impressive profile. For the language teachers, a combined 75% of teachers held either an MA or PHD, with 37.5% holding each. A small number of participants held a Bachelor’s degree (12.5%) or a professional diploma (12.5%) and the rest did not hold a post-doctoral degree.  A percentage of 37.5% have 5-10 years of experience, 37.5% have more than 10 years, and 25% have 1-5 years. For scientific teachers, 40% hold a PHD diploma, another 40% had a master’s degree, and the rest got professional diploma with no selection again of post-PHD degree. The responses showed that a percentage of 70% had 1-5 years of experiences, 20% had more than 10 years, and 10% had 5-10 years. This represents a clear balance of teaching training and expertise when it comes to teachers of languages. Reaching the mentioned diplomas indicates the well-prepared for being bilingual or trilingual and teaching using integration of languages. For scientific teachers, it may be noticed that they are open towards integrating different languages since they are novice teachers and went through experiences of being trained using various languages in their educational careers.

Results: Data presentation. High school students’ attitudes

The results of the survey administered to high school students are presented in this section. In general, the outcomes are divided into three parts: students’ self-assessment of their competence in foreign languages; their views on language of teaching in science disciplines; and their perspectives toward use of foreign languages in Moroccan education. It is clear that the views of students towards mastering foreign languages have a significant impact on their usage in the classroom.

The following part presents individual questions and responses gathered through the questionnaire.

High school students’ attitudes: discussion

Appendix 1 includes grouped responses related to high school students’ attitudes. Concerning high school students’ attitudes regarding their proficiency in foreign languages, most students rated themselves as average with a percentage of 50.6%, 27.7% as good, 15.7% as weak, and the rest with very weak proficiency in French. For English proficiency, a higher percentage of 40.9% rated their proficiency as good and 43.2% as average. It is obviously noticed the shift towards English language as a language confidence. Different variables may act as reasons behind this clear shift and the emphasis on English in the surrounding community. High school students, whether science or humanities streams, interact with scientific subjects with different coefficient and both languages are obliged to tackle in learning teaching scientific subjects in the high school guideline. Most students had positive attitudes toward bilingual science projects (45.5%), 10.2% had negative attitudes, and 44.3% had both positive and negative attitudes. There is no doubt that learners are aware of the benefits and challenges of being presented to bilingual content. Introducing the following question related to language barriers is important. Roughly 58 out of 100 agreed that they face language barriers, and around 44% did not face language integration challenges. Subject comprehension is visibly affected by language difficulties that remain a barrier for high school students. Being aware of the importance of languages, 54.5% of the students -representing a large number- agreed that French and English are languages of literature and science, 29.5% as a language of science only, and 15.9% as a language of literature only. Future life requires mastery of various languages that lead to question about preferred future language. More than half preferred English, 21.8% chose Arabic, and 18.4% opted for French. English is the preferred language for future careers and it dominates the international growth since it is a language of prospects.

When students are asked about their motivation towards learning languages without being obliged, the majority agreed that they would not care about French and English and less than half saw the opposite. Intrinsic interest is lacking in respondents ‘answers, and motivation occurs to affect language preferences. This finding matches the previous reported question and still the last two questions support this conclusion. The majority totally agreed with an average of 50% that English is preferred language of teaching and learning science. Many disagreed that they would learn science better if it were taught in French language.

The findings reveal that Moroccan high school students prefer English and have positive attitudes towards having science classes in English or Arabic integrated with English instead of French. The data show that most students would adopt English as the primary language of science. It is also noted the complexity towards integration of different languages in science courses. English is seen by Moroccan high school students as a tool for a good future career and effective teaching learning processes. In spite of bilingual education challenges, students show a positive attitude and readiness towards multilingual learning. There is a need for changes in teaching science subjects, training and equipping instructors in using effective integration of languages, and modifications in the Moroccan high school guidelines.

Science teachers’ attitudes

The questionnaire for science teachers included four parts. The first part collected personal information. The second part measured proficiency level of teachers in mastering the three languages. The third part examined teachers’ attitudes toward the language of instruction in Moroccan classes and what should be done according to pedagogical guidelines. The last part assessed teachers’ attitudes towards the future status of the language of instruction in the Moroccan education system.

Science teachers’ attitudes: discussion

Appendix 2 includes response rates for specific questions asked of science teachers who participated in the study through completing the survey sent. The first crucial question was related to teachers’ language of teaching in Moroccan classes that are required in Moroccan guideline: Arabic, French and English. For science teachers, 50% use French, 20% use Arabic and French, another 20% use Arabic, and 10% opt for all three languages.

Science teachers rated their students’ Arabic proficiency with 40% as very good, 40% as good, 10% as average, and another 10% as weak. Concerning their students’ proficiency in French language, they rated 20% as very good, 10% as good, 30% as average, 10% as weak, and 30% as very weak. However, their students’ English proficiency differs with 0% as very good, 20% as good, other 20% for average, 30% as weak, and another 30% as very weak. Most teachers noted their students’ level and showed a weak to average level when it comes to French language even though it is historically the language of science in Morocco. It seems from their teaching experiences that the majority struggle with students’ lack of mastery of the French language. In the same path of French, they showed an underdeveloped situation of English in Moroccan classes despite its growing importance. However, it is obvious that students have higher proficiency in Arabic in comparison with other languages.

The following question is related to trilingual science instruction. In another way, it is related to their opinion toward adapting Arabic, French and English in their teaching of science.  Most science teachers with the average of 70% agreed with teaching science in Arabic, French, and English, 10% show agreement, other two 10% reacted as disagreeing and being totally disagreed with the idea. Science subjects require tackling an amount of scientific material and explanation of the scientific content in the curriculum which leads to facing a number of challenges. Science teachers indicated ‘reading and explaining’ with an average of 66.7% as a major difficulty,33.3% cited writing as the greatest challenge, and no one selected the last option “No difficulty at all”.  It can be concluded that using multiple languages leads to facing various challenges in the Moroccan system. It is clearly noticed the need of academic language training before or in parallel with teaching practices.

A majority of science teachers (66.6%) indicated that using scientific terminology created difficulties in instruction either very often, or often.  And a percentage of 11.1 % rarely faces difficulties. When teachers are asked about Students’ acquisition of science and whether it depends on their mastery of foreign languages, the results were expected based on previous responses. An average of 66.7% agreed with the statement, which leads to state that mastering languages is not separate from valid performance in scientific subjects. In addition to this finding, 88.9% of science teachers think that English should supplant Standard Arabic in scientific disciplines as a language of science.

The last part of the questionnaire required teachers to make a prediction about the future of both English and French in Moroccan education. 100 % of teachers opted for the future status of the English language in Moroccan education. In the same path, 88.9% of the teachers declined the future status of the French language in Moroccan education.

The overall findings indicate that science teachers’ attitudes towards the integration of languages are decisive towards the adoption of English language as a language of the future. They express clear dissatisfaction with low proficiency in French. They call for ameliorating teacher trainings and mastering of languages as a crucial factor in the success of teaching and learning process. The data also reflect broad encouragement of the integration of languages mainly Arabic, French, and English, in the Moroccan educational system.

Teachers of Languages’ attitudes

The survey administered to teachers of languages was divided into four parts. The first part was devoted to collecting the demographic information. The second part was concerned with language teachers’ attitudes towards language of instruction in Morocco. The third part examined students’ abilities and interests in the integration of Arabic, French and English. The fourth section examined teachers’ views on the future status of the language instruction in Moroccan education.

Teachers of Languages’ attitudes: discussion

Appendix 3 includes the response rates of specific questions asked of teachers of languages who completed the questionnaire. When teachers of languages were asked about the language used in their classes, 75% used English and French as the main languages and only a few teachers used only Arabic, or Arabic integrated with English. It is worth saying that the findings indicate a limited multilingual integration in Moroccan classes.

Respondents were asked to rate their students’ proficiency in Arabic, French and English as languages that are triangulated in the Moroccan teaching curriculum. Based on the data, the majority of the students have an average to good level in the Arabic language. This suggests the long experience of learning using the Arabic language and shows a positive effect of using Arabic on the comprehension of students. For French language, a significant percentage of 50% have a low level in French that might affect the learning process, half have an average level, and lack report of high proficiency. Concerning students’ proficiency level in English, over 80% are at average or high levels. It indicates a positive rate for it to be integrated as a foreign language into subject teaching. It is clear that English is the strongest foreign language among other languages to be adopted.

Recognizing that other researchers (Oxford et al. 2008) have recognized strong connections between motivation and language learning, teachers were asked to describe their opinions on Teaching Scientific Subjects in Three Languages. Having positive attitudes towards single foreign languages or even mastering them doesn’t directly mean adopting the idea of trilingual education because of various challenges. The majority (62.5%) are against teaching scientific subjects in Arabic, French, and English at the same time. The absence of motivation towards trilingual education is also likely because of practical or pedagogical worries. Teaching a foreign language for communication purposes requires applying many approaches, teaching perspectives and practices, but teaching a scientific content within a trilingual education requires many criteria that may be missing in Moroccan settings.

Questioning learning foreign languages through other subjects is a follow-up question that follows the same pathway of interpretation. A majority of teachers disagree that students can acquire foreign languages through non-language subjects. Teachers of languages deeply know the requirements of teaching and learning foreign languages and also went through the experience of bilingual education in their learning journey. The future of foreign languages in Moroccan education is not clear, as responses are 50% uncertain about its development and the other half reflect the opposite. This finding is simply highlighting the barriers of language policy in Morocco.

Conclusion

It is obvious that trilingual education in Morocco faces numerous difficulties in its application. various languages, mainly Darija, Arabic, French, and English, are used in Moroccan society. Students ‘studying journey includes different language policy changes starting with leaning scientific subjects in Arabic. Then, integrating French as a language of science. Followed by opening the sight towards integrating both French and English with Arabic as languages of teaching. Even though the findings interpret Moroccan teachers and students’ attitudes towards the trilingual education, French is still the dominant language. Bullock (2014) explains that French is still the dominant language of instruction in the faculties of medicine, engineering, science, technology, business and management. The initiatives towards the integration of English as well impacts perspectives of teachers and students such changes are not always easy to adopt as Pennycook (2001) stated «pedagogic choices about curriculum development, content, materials, classroom processes, and language use…are inherently ideological in nature with significant implications for learners’ socioeconomic roles» (ivi: 115).

Perspectives of both students and teachers in this study open eyes towards English as a global language. The majority of students have average or good levels of English and showed readiness to switch to English and stop struggling with the French language. It can’t be forgotten that the majority of Moroccan students surveyed have a weak level in French because of previous negative experiences in learning the language, that negatively affect their comprehension of science. Coupled with the finding that 90% of teachers surveyed see the use of English as an effective alternative to improve students’ levels of science. Also, teachers have a positive attitude towards English as a language of teaching science even though 50% express uncertainty about the future of foreign languages in Moroccan education.

The expectation of this study’s author goes towards opting for English as an alternative or additional language of education in Morocco and expects high proficiency in English language. 95% of surveyed teachers see English and Arabic as languages of teaching in Morocco based on their students’ language proficiency and motivation towards policy changes. It cannot be denied that Morocco still depends on French language in society and diplomacy even if it got its independent in 1956. On the other hand, the majority of students struggle with French language and exhibit negative attitudes towards adopting it as a language of teaching even some minor student prefer it based on their good experiences in learning and acquiring French. Moreover, Morocco raises its awareness towards integration of other foreign languages mainly English since it prepares students for future careers. It is clear the impact of English on language policy in Morocco. Thus, no one can guarantee the future status of languages in Morocco and many views support the integration of English as a suitable alternative in the Moroccan education policy.

Dialoghi Mediterranei, n. 75, settembre 2025 

Abstract

Nonostante la miriade di studi sull’insegnamento delle lingue straniere in Marocco, sono state condotte poche ricerche volte ad esaminare la percezione di insegnanti e studenti riguardo all’educazione trilingue in Marocco. Questo contributo mira a indagare come viene percepita l’integrazione delle lingue straniere. Valuta inoltre in che misura l’educazione trilingue è stata applicata e accolta nel contesto marocchino. Questo studio indaga principalmente gli effetti della lingua di insegnamento sul rendimento degli studenti nelle scuole superiori marocchine. Utilizzando un impianto quantitativo, sono stati somministrati questionari a 18 insegnanti di inglese come lingua straniera, inclusi docenti di scienze e di lingue in ambito marocchino, e a 88 studenti delle scuole superiori. I dati sono stati raccolti tramite questionari online e analizzati attraverso statistiche descrittive utilizzando frequenze e percentuali. I risultati documentano che studenti e insegnanti marocchini mostrano atteggiamenti positivi nei confronti della lingua inglese come lingua straniera integrata nel sistema marocchino, nonostante l’enfasi sul francese come lingua principale delle scienze. Indicano inoltre che la comprensione e il progresso accademico degli studenti nell’educazione scientifica sono influenzati dalla loro competenza linguistica. I risultati evidenziano infine la necessità di migliorare la formazione degli insegnanti, riconsiderare le politiche di insegnamento delle lingue e perfezionare le pratiche di didattiche in classe per sostenere l’istruzione trilingue in Marocco. 

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Mina Moudden è un’insegnante di inglese presso la scuola superiore Al Massira, nella provincia di Tiznit, in Marocco. Con una laurea magistrale in Didattica dell’Arabo come Lingua Straniera conseguita presso l’Università Mohammed V, è attualmente ricercatrice di dottorato presso l’Università Ibn Zohr di Agadir, in Marocco.

Lalla Asmae Karama, è membro della facoltà dell’Università ENCG Ibn Zohr di Agadir, in Marocco. Parallelamente all’intensa attività di supervisione di ricercatori di dottorato, si specializza in inglese commerciale, letteratura e altri campi della linguistica applicata. Ha inoltre partecipato a diverse conferenze accademiche e progetti ENCG.

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