Multilingual Education in Morocco and the Question of Cultural Identity: Toward Implementing a Critical Thinking Approach in High School English Textbooks

Autor/in	Elboubekri, Abdellah
Titel	Multilingual Education in Morocco and the Question of Cultural Identity: Toward Implementing a Critical Thinking Approach in High School English Textbooks
Quelle	In: Educational Research and Reviews, 8 (2013) 20, S.1930-1936 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Multilingualism; Foreign Countries; Teaching Methods; Critical Thinking; High School Students; Textbooks; Self Concept; English (Second Language); Second Language Instruction; Second Language Learning; Intercultural Communication; Communicative Competence (Languages); Cultural Awareness; Secondary School Teachers; Teacher Attitudes; Language Attitudes; Questionnaires; Morocco + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Textbook; Text book; Schulbuch; Lehrbuch; Selbstkonzept; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Interkulturelle Kommunikation; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Cultural identity; Kulturelle Identität; Lehrerverhalten; Sprachverhalten; Fragebogen; Marokko
Abstract	Intercultural pedagogies theorists and cultural studies scholars have no controversies over the fact that language is the appropriate realm for the formation, contestation and negotiation of identities. As a matter of fact, language teaching and learning are not only involved with linguistic structures and lexical components. They are more engaged with cultural processes which are arguably conducive to the making and reshaping of identities. Given its new status in the Moroccan multilingual education scene, no sustained research, to my knowledge, has been done on the cultural implications of English in Moroccan high schools. Based on these premises, this paper aims at investigating the issue of English education and identity in Morocco. Then, the paper will show how promoting critical thinking strategies in high school English textbooks is an intercultural communication competence that is grounded on, besides enhancing English language skills, appreciation of local cultural identity and openness and respect of other cultures. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/ERR2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10