LANGUAGE POLICY DISTURBANCES, A DETERMINING FACTOR IN THE SHIFT TOWARDS LAW FACULTIES OVER SCIENCE EDUCATION

Authors: Boulghalagh Mohammed & Sadkaoui Mohamed

ABSTRACT

This research focuses on the study of the impact of educational language policy disruptions in Morocco, putting the light on the possible reasons that made students with baccalaureates in science fields change their academic orientation to study law in Arabic at universities. It is based on the results exploited from a defined questionnaire containing questions judged useful that could help us examine our subject from several perspectives, including teachers, university students of Law in Arabic classes and students at The High School of Technology as a higher institution providing scientific subjects. This research reveals a significant issue with Moroccan scientific education, resulting from a lack of clear language policy, decision-making improvisation, and lack of participatory democracy. The failure of Arabization projects, influenced by France’s colonial past, has led to students abandoning science for law studies in Arabic, causing dissatisfaction and uncertainty. Ultimately, a clear linguistic planning policy in education is crucial for facilitating learning, ensuring consistency, and standardizing assessment methods and resources, ultimately leading to student success and development.

Keywords: students, teachers, language policy, education, science, law in Arabic.

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