Language of Instruction and Student Achievement in Moroccan High Schools: Perspectives Towards Trilingual Education

Abstract

Despite the myriad of studies on teaching foreign languages in Morocco, little research has been conducted to examine the perceptions of both teachers and students about trilingual education in Morocco. This study aims to examine how the integration of foreign languages has been perceived. It also assesses the extent to which trilingual education has been applied and received in the Moroccan context. This study mainly investigates the effects of the language of instruction on students’ performance in Moroccan high schools. Using a quantitative design, questionnaires were administered to 18 EFL teachers, including science teachers and teachers of languages in the Moroccan setting, and 88 high school students. The data were collected via online questionnaires and analyzed through descriptive statistics using frequencies and percentages. The results show that Moroccan students and teachers exhibit positive attitudes towards the English language as an integrated foreign language in the Moroccan system, despite the emphasis on French as the main language of science. The results also showed a strong preference by students and teachers for English over French as a language of instruction for science. The findings indicate that students’ comprehension and academic progress in science education are affected by their linguistic proficiency. The investigation highlights the need to improve teacher training, reconsider language teaching policies, and improve classroom teaching practices to support trilingual education in Morocco.