Neo-Nationalism and Politicizing TESOL: Nationalist Rhetoric and Decolonial Impulses in English Teaching in Morocco

Autor/inn/en	R'boul, Hamza; Belhiah, Hassan
Titel	Neo-Nationalism and Politicizing TESOL: Nationalist Rhetoric and Decolonial Impulses in English Teaching in Morocco
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 57 (2023) 3, S.804-829 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (R'boul, Hamza) ORCID (Belhiah, Hassan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.3230
Schlagwörter	Nationalism; Politics of Education; Second Language Instruction; English (Second Language); Rhetoric; Decolonization; Foreign Countries; Educational Policy; Language Teachers; Teacher Attitudes; Change Agents; Educational Change; Intervention; Morocco + Suchen Sie Ihr Suchwort? Nationalismus; Educational policy; Bildungspolitik; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Rhetorik; Dekolonisation; Entkolonialisierung; Ausland; Politics of education; Language teacher; Sprachunterricht; Lehrerverhalten; Bildungsreform; Marokko
Abstract	Recent geopolitical events have led to a worldwide resurgence in nationalism which entails political togetherness and invokes the spirit of patriotism. In various contexts, language has been a central point of departure for many nationalist movements. In particular, English is increasingly discussed with regards to its sociopolitical and sociocultural implications for the expanding-circle spaces. This research is a critical qualitative study that examines how neo-nationalist policies are potentially transforming TESOL classes in Morocco. By focusing on TESOL teachers' reactions, we seek to reveal the range of impacts that recent nationalist policies have had on English teaching in Morocco and discuss pedagogical possibilities that can balance internationalist and nationalist desires in the country. In addition, we attempt to investigate how understandings of the nation are actualized in classrooms and how English language teaching practices and policies account for the ideas about the Moroccan nation. The study highlights how English language teachers make sense of debates surrounding English as a threat to national languages and how they can be agentive in realizing change through critical pedagogical interventions with nationalism and the concept of nation. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01