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Humanizing Language Policy Praxis: Translanguaging and Teacher Agency in Moroccan Science Education

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Title: Humanizing Language Policy Praxis: Translanguaging and Teacher Agency in Moroccan Science Education
Language: English
Authors: Adil Youssef Sayeh (ORCID 0000-0003-1786-0181), Hassane Razkane (ORCID 0000-0003-0144-5522)
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
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  Data: Humanizing Language Policy Praxis: Translanguaging and Teacher Agency in Moroccan Science Education
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  Data: <searchLink fieldCode="AR" term="%22Adil+Youssef+Sayeh%22">Adil Youssef Sayeh</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1786-0181">0000-0003-1786-0181</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hassane+Razkane%22">Hassane Razkane</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0144-5522">0000-0003-0144-5522</externalLink>)
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  Data: 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/
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  Data: 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.
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