English medium instruction (EMI) in Moroccan secondary schools: Science teachers' perception

Abstract

The present study explored a small-scale English medium instruction (EMI) initiative in Moroccan secondary schools, which is part of a top-down multilin- gual policy based on teaching science subjects through foreign languages, namely French, English, and Spanish. 18 secondary EMI teachers of math, physics and life and earth sciences were interviewed in order to understand the new policy. Following grounded theory (GT) methodology, the findings show postive attitudes towards the implementation of EMI in Moroccan ed- ucation, but the teachers seemed unsatisfied with the way it has been implemented. They thought science teachers were not prepared for such a new tendency. The study also revealed that teachers low Endish proficiency was considered the major challenge to the successful implementation of BMI in Moroccan secondary schools and the essential reason behind using the first lan- guage in the EMI classroom. To prepare future generationsfor extending EM in the Moroccan education, the teachers called for a switch to English as the first foreign language, instead of French, in all levels of schooling, and suggested gradual introduction of EMI in primary and middle schools. The study ends with some implications for overcoming the challenges of the new policy.