Humanizing Language Policy Praxis: Translanguaging and Teacher Agency in Moroccan Science Education
Saved in:
| Title: | Humanizing Language Policy Praxis: Translanguaging and Teacher Agency in Moroccan Science Education |
|---|---|
| Language: | English |
| Authors: | Adil Youssef Sayeh (ORCID |
| Source: | Language Policy. 2026 25(1). |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Science Education, Code Switching (Language), Language Usage, Secondary School Teachers, Science Teachers, Educational Policy, Teacher Attitudes, Afro Asiatic Languages, French, Arabic, Language Proficiency |
| Geographic Terms: | Morocco |
| DOI: | 10.1007/s10993-026-09764-y |
| ISSN: | 1568-4555 1573-1863 |
| Abstract: | This study examines language practices and policy orientations in Moroccan science education through the lens of translanguaging and teacher agency, situating the analysis within sociocultural perspectives on learning. Drawing on interviews with fifteen secondary school science teachers, the research explores how educators navigate multilingual classrooms and enact language policy in practice. Thematic analysis demonstrates that teachers actively exercise agency by employing flexible, student-centered translanguaging strategies to enhance comprehension, foster interaction, and promote equitable participation. These bottom-up practices stand in contrast to the Ministry of Education's top-down monolingual policy orientations. The findings further reveal teachers' calls for policy approaches that reflect learners' linguistic repertoires, strengthen early language preparation, and support more coherent and context-responsive medium-of-instruction decisions. It shows that humanizing language policy praxis in science education requires recognizing teachers as central actors and valuing translanguaging as a powerful pedagogical resource capable of creating more inclusive and effective learning environments. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504380 |
| Database: | ERIC |
| Abstract: | This study examines language practices and policy orientations in Moroccan science education through the lens of translanguaging and teacher agency, situating the analysis within sociocultural perspectives on learning. Drawing on interviews with fifteen secondary school science teachers, the research explores how educators navigate multilingual classrooms and enact language policy in practice. Thematic analysis demonstrates that teachers actively exercise agency by employing flexible, student-centered translanguaging strategies to enhance comprehension, foster interaction, and promote equitable participation. These bottom-up practices stand in contrast to the Ministry of Education's top-down monolingual policy orientations. The findings further reveal teachers' calls for policy approaches that reflect learners' linguistic repertoires, strengthen early language preparation, and support more coherent and context-responsive medium-of-instruction decisions. It shows that humanizing language policy praxis in science education requires recognizing teachers as central actors and valuing translanguaging as a powerful pedagogical resource capable of creating more inclusive and effective learning environments. |
|---|---|
| ISSN: | 1568-4555 1573-1863 |
| DOI: | 10.1007/s10993-026-09764-y |
