Abstract
This chapter sheds light on the global spread of English in Morocco by examining university students’ motivations for selecting English as a field of study. Drawing on qualitative approaches in applied linguistics, two instruments have been employed to collect data: Email interviews and focus groups. A total of 286 Moroccan students participated in this study. They were in attendance at five public universities located in Marrakesh, Rabat, Kenitra, Oujda, and Meknes. Ten analytical typologies accounting for students’ motivations have been identified: (i) Language attitudes and beliefs, (ii) Cultural interest, (iii) Ideal L2 self, (iv) Instrumentality (v) International orientation, (vi) Language facility, (vii) Linguistic vitality, (viii) Social milieu, (ix) School Milieu, and (x) Multilingual orientation. The chapter concludes with a discussion of the evolving status of English in Morocco and its implications for language policy and planning in the country.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Ager, D. E. (1999). Identity, insecurity and image: France and language. Clevedon, Philadelphia, PA: Multilingual Matters.
Ammon, U. (2003). The international standing of the German language. In J. Maurais & M. Morris (Eds.), Languages in a globalising world (pp. 231–249). Cambridge: Cambridge University Press.
Baugh, A. C., & Cable, T. (1993). A history of the English language. Routledge.
Belhiah, H., & Abdelatif, A. (2016). English as a medium of instruction in Moroccan higher education. Arab World English Journal, 7(3), 227–238.
Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge: Cambridge University Press.
Boukous, A. (2009). Globalization and sociolinguistic stratification in North Africa: The case of Morocco. In C. B. Vigourous & S. S. Mufwene (Eds.), Globalization and language vitality: Perspectives from Africa (pp. 127–141). Continuum International.
Bourdieu, P. (1991). Language and symbolic power (G. Raymond & M. Adamson, Trans.). Cambridge, MA: Harvard University Press.
Bourdieu, P. (1998). Practical reason: On the theory of action. Stanford: Stanford University Press.
Buckner, E. (2011). The growth of English language learning in morocco: Culture, class, and status competition. In A. Al-Issa & L. Dahan (Eds.), Global English: Issues of language, culture, and identity in the Arab world (pp. 213–254). New York: Peter Lang Publishers.
Conklin, A. L. (1997). A mission to civilize: The republican idea of empire in France and West Africa, 1895–1930. Stanford, CA: Stanford University Press.
Crystal, D. (2012). English as a global language. Cambridge: Cambridge University Press.
Dahbi, M. (2004). English and Arabic after 9/11. The Modern Language Journal, 88(4), 628–631.
De Swaan, A. (2010). Language systems. In N. Coupland (Ed.), The handbook of language and globalization (pp. 56–76). New York: Wiley.
De Swaan, A. (2013). Words of the world: The global language system. New York: Wiley.
Ennaji, M. (1991). Aspects of multilingualism in the Maghreb. International Journal of the Sociology of Language, 87(1), 7–26.
Ennaji, M. (1995). A syntactico-semantic study of the language of news in Morocco. International Journal of the Sociology of Language, 112(1), 97–112.
Errihani, M. (2017). English education policy and practice in Morocco. In R. Kirkpatrick (Ed.), English language education policy in the Middle East and North Africa (pp. 115–131). Berlin, Basel: Springer.
Ferguson, C. A. (1959). Diglossia. Word, 15(2), 325–340.
Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second-language acquisition. Canadian Journal of Psychology/Revue Canadienne de Psychologie, 13(4), 266–277.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House Publishers.
Gardner, R. C., & Tremblay, P. F. (1994). On motivation, research agendas, and theoretical frameworks 1. The Modern Language Journal, 78(3), 359–368.
Hamel, R. E. (2007). The dominance of English in the international scientific periodical literature and the future of language use in science. AILA Review, 20(1), 53–71.
Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17(3), 300.
Jørgensen, J. N. (2008). Polylingual languaging around and among children and adolescents. International Journal of Multilingualism, 5(3), 161–176.
Kachru, B. B. (Ed.). (1992). The other tongue: English across cultures. Champaign: University of Illinois Press.
Lamb, M. (2004). Integrative motivation in a globalizing world. System, 32, 3–19.
Marley, D. (2004). Language attitudes in Morocco following recent changes in language policy. Language Policy, 3(1), 25–46.
Mouhssine, O. (1995). Ambivalence du discours sur l′ arabisation. International Journal of the Sociology of Language, 112(1), 45–62.
Noels, K. A. (2001). Learning Spanish as a second language: Learners’ orientations and perceptions of their teachers’ communication style. Language Learning, 51(1), 107–144.
Phillipson, R. (2013). Linguistic imperialism continued. New York: Routledge.
Phillipson, R. (2017). Myths and realities of ‘global’English. Language Policy, 16(3), 313–331.
Sadiqi, F. (1991). The Spread of English in Morocco. International Journal of the Sociology of Language, 87, 99–114.
Sifakis, N. C. (2004). Teaching EIL—Teaching international or intercultural English? What teachers should know. System, 32(2), 237–250.
Spolsky, B. (2018). Language policy in French colonies and after independence. Current Issues in language planning, 19(3), 231–315.
Taavitsainen, I., & Pahta, P. (2003). English in Finland: Globalisation, language awareness and questions of identity. English Today, 19(4), 3–15.
Ushioda, E., & Dörnyei, Z. (2009). Motivation, language identities and the L2 self: A theoretical overview. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 1–8). Bristol: Multilingual Matters.
Widdowson, H. G. (1997). EIL, ESL, EFL: Global issues and local interests. World Englishes, 16(1), 135–146.
Yashima, T. (2000). Orientations and motivation in foreign language learning: A study of Japanese college students. JACET Bulletin, 31, 121–133.
Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(1), 54–66.
Yashima, T. (2009). International posture and the ideal L2 self in the Japanese EFL context. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 163–168). Bristol: Multilingual Matters.
Youssi, A. (1995). The Moroccan triglossia: facts and implications. International Journal of the Sociology of Language, 112(1), 29–44.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Belhiah, H. (2020). English as a Global Language in Morocco: A Qualitative Study of Students’ Motivations for Studying English. In: Belhiah, H., Zeddari, I., Amrous, N., Bahmad, J., Bejjit, N. (eds) English Language Teaching in Moroccan Higher Education. Springer, Singapore. https://doi.org/10.1007/978-981-15-3805-6_3
Download citation
DOI: https://doi.org/10.1007/978-981-15-3805-6_3
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-15-3804-9
Online ISBN: 978-981-15-3805-6
eBook Packages: EducationEducation (R0)