A Systematic Literature Review of Moroccan Arabic Darija and American English code-switcing among University Students

Abstract

The Moroccan sociolinguistic landscape represents a strategic intersection where Modern Standard Arabic and Moroccan Darija engage in complex linguistic hierarchies. Data highlights the dominance of Darija in daily interactions at 87.9% creating a Standard in the Shadows paradox. This environment serves as a critical backdrop for American university students who navigate these hierarchies during study abroad programs. Education of the linguistic tension reveals a dichotomy between the symbolic role of Modern Standard Arabic in identity and practical utility of Moroccan Darija. Such established complexity necessitates a systematic evaluation of literature concerning foreign learners. This systematic review addresses a significant research gap by evaluating synthesized evidence regarding American university students. While researches secondary education this review researches the unique sociolinguistic pressures on the American higher education cohort following the PRISMA 2020 framework and an initial bibliography of 81 documents. Synthesis indicates that code-switching facilitates clarity reflecting the 62% teacher usage rate yet potentially diminishes formal proficiency. The review researches the association between code-switching and 5 key variables including identity research outcomes and intercultural communication effectiveness plus language acquisition progress and sociocultural attitudes as well as formal language proficiency. Code-switching acts as a bridge for comprehension but simultaneously challenges formal proficiency levels which suffered a 65% negative impact in related contexts. Practical implications advocate for Arabic English bilingual classroom pedagogy and longitudinal research. Current evidence remains limited by reliance on convenience sampling and urban contexts. Policy reforms like the Strategic Vision 2015-2030 should foster balanced proficiency in multilingual contexts.