The Work of Ideology: Examining Class, Language Use, and Attitudes among Moroccan University Students

Autor/inn/en	Chakrani, Brahim; Huang, Jason L.
Titel	The Work of Ideology: Examining Class, Language Use, and Attitudes among Moroccan University Students
Quelle	In: International Journal of Bilingual Education and Bilingualism, 17 (2014) 1, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2012.718319
Schlagwörter	Language Attitudes; French; Semitic Languages; Language Variation; Student Attitudes; College Students; Language Role; Teacher Student Relationship; Foreign Countries; Politics; Language Usage; Disadvantaged; English (Second Language); Second Language Learning; Multilingualism; Statistical Analysis; Questionnaires; Morocco + Suchen Sie Ihr Suchwort? Sprachverhalten; Französisch; Arabisch; Hebräisch; Sprachenvielfalt; Schülerverhalten; Collegestudent; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Politik; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Mehrsprachigkeit; Multilingualismus; Statistische Analyse; Fragebogen; Marokko
Abstract	This article investigates overt language attitudes and linguistic practices among French-taught university students in Morocco, showing the relationship between language behavior and attitudes. The results reveal a class-based divide in respondents' patterns of language use, in their support of the French monolingual sanitized classroom, and in their attitudinal dispositions toward the dominance of French as the language of instruction. Within the classroom, the hegemonic role of French is reinforced in student-teacher interactions through the exclusive use of French as the de facto code for "modern" knowledge, whereas the local languages Moroccan Arabic, Standard Arabic, and Berber are portrayed as inadequate within the educational context. This divide between local and Western languages is a work of the institutionalization of French colonial ideologies, which continue to establish the use of Western languages as representing the engines of modernity. This is shown uniformly in the responses of all three classes in favoring the exclusive use of French and English as languages of instruction for science and technology. Thus, language politics within post-modern Moroccan schools continue to marginalize the political economy of local codes in their role in defining Moroccan society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10