Physics Teachers' Attitudes towards Content and Language Integrated Learning: Morocco's Multilingual Context

Autor/inn/en	Ben Hammou, Salah; Kesbi, Abdelaziz
Titel	Physics Teachers' Attitudes towards Content and Language Integrated Learning: Morocco's Multilingual Context
Quelle	In: Issues in Educational Research, 31 (2021) 4, S.1029-1048 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ben Hammou, Salah) ORCID (Kesbi, Abdelaziz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Physics; Science Teachers; Teacher Attitudes; Content and Language Integrated Learning; Foreign Countries; Secondary School Teachers; English (Second Language); French; Language of Instruction; Semitic Languages; Morocco + Suchen Sie Ihr Suchwort? Physik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; CLIL; Lernkonzept; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Französisch; Teaching language; Unterrichtssprache; Arabisch; Hebräisch; Marokko
Abstract	The present study seeks to contribute to the ongoing debate about the integration of foreign languages as media of instruction in secondary schools, through exploring Moroccan physics teachers' attitudes towards the use of English and French as media of instruction in secondary schools. Grounded theory methodology, in which data is analysed to generate new hypotheses, is suitable for such studies which seek to describe the reality of bilingual education as perceived by practising teachers. The fifteen physics teachers interviewed in this study show a level of satisfaction in teaching their subjects through a foreign language, French. They think the bilingual program, implemented in Moroccan schools, is a good opportunity for both students and STEM teachers to improve their language proficiency. However, they seem to critique the Ministry of Education for not involving them in the conception of this new language reform. With respect to English-medium instruction, the participating teachers do not think Moroccan schools are ready for the use of English as a medium of instruction. They suggest upgrading the status of English as a foreign language in all levels of schooling and improving both teachers' and students' English proficiency before moving in such a new direction. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01