Examining the Influence of Ideology and Power Dynamics on Attitudes Toward Language-in-Education Planning for Foreign Languages in Morocco

Abstract

There has been a consensus in the literature that both overt and covert ideologies and power dynamics significantly influence and orient language policy and planning (LPP) activities (Tollefson, 1991, 2013; Hornberger & Johnson, 2007; Johnson, 2013; Shohamy, 2006; Wright, 2004), particularly in education. As in a number of contexts, the state plays a considerable role in language-in-education planning (LEP) in Morocco, serving as the primary educational language policymaker and planner, especially for public education. The failures and/or shortcomings of the state’s LEP activities have been criticized for not considering the micro-level attitudes, beliefs, opinions, and stances when making policies and implementing them, which could result in resistance to the macro-LEP. Within this scope, the present paper surveys both the attitudes of agents (teachers and inspectors) and recipients (students and parents) toward the LEP of foreign languages (FLs) in Morocco, focusing on French and English. The study revealed that while ideologies and power dynamics influence participants’ stances toward the state’s LEP for FLs, this could partially explain the shortcomings of consecutive educational reforms. However, the participants are pragmatic in their inclination toward French and English. While they wish to expand the teaching of English as a subject and medium of instruction (MOI), they recognize the ongoing significant role of French in determining their academic success and socioeconomic mobility.