"We Are All Beginners": Amazigh in Language Policy and Educational Practice in Morocco

Autor/inn/en	El Aissati, Abderrahman; Karsmakers, Suzanne; Kurvers, Jeanne
Titel	"We Are All Beginners": Amazigh in Language Policy and Educational Practice in Morocco
Quelle	In: Compare: A Journal of Comparative and International Education, 41 (2011) 2, S.211-227 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
Schlagwörter	Curriculum Development; Language Planning; Familiarity; Educational Practices; Foreign Countries; Elementary Schools; Afro Asiatic Languages; Educational Policy; Curriculum Implementation; Teacher Attitudes; Surveys; Interviews; Instructional Materials; Written Language; Second Language Learning; Standard Spoken Usage; Semitic Languages; Morocco + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Sprachwechsel; Bildungspraxis; Ausland; Elementary school; Grundschule; Volksschule; Politics of education; Bildungspolitik; Lehrerverhalten; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Geschriebene Sprache; Zweitsprachenerwerb; Gesprochene Sprache; Umgangssprache; Arabisch; Hebräisch; Marokko
Abstract	In 2003, the Amazigh (Berber) language and the Tifinagh script were, for the first time in history, introduced as a subject for all students in public primary schools in Morocco. This study first investigates the language planning policy behind the introduction of the new Amazigh curriculum: selection, codification, standardization, curriculum development and implementation in public primary schools. In order to successfully implement a new curriculum it is also important to have an understanding of the expertise, attitudes and concerns that teachers bring to their classroom. A survey of 132 teachers, complemented by in-depth interviews and classroom observations revealed that teachers experienced many challenges in implementing the Amazigh curriculum, mainly due to preconditions like availability of materials and teaching time, familiarity of teachers and students with Amazigh and Tifinagh script, and the timing of the implementation of Amazigh at school. (Contains 4 notes, 3 tables and 3 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10