Authors : Bouchra ABOUL MAJD; Wahiba MOUBCHIR; Latifa OKHAYA

Volume/Issue : Volume 10 - 2025, Issue 1 - January

Google Scholar : https://tinyurl.com/3mwzah95

Scribd : https://tinyurl.com/3hyjwaf3

DOI : https://doi.org/10.5281/zenodo.14636930

Abstract : The research purpose serves to examine the issue of introducing foreign languages as a tool of instruction through “linguistic alternation” in the teaching of non-linguistic subjects. By exploring the attitudes of Moroccan scientific and technology teachers concerning the changing of the teaching language from Arabic to French. As well as identifying the challenges that prevent them from using “linguistic alternation” in their teaching practices and proposing relevant solutions to promote the quality of teaching. The study built upon a quantitative approach, by using a questionnaire instrument. The survey involved 86 science and technology teachers in secondary schools of the Provincial Directorate of National Education Inezgane Ait Melloul. The data were analyzed with SPSS statistical software. The results showcase that the majority of teachers seem to rather agree with the implementation of linguistic alternation by adopting French language as a teaching language. Hence, students' lack of French language skills was the main obstacle to understanding and assimilating courses in scientific and technical subjects, which hinders the application of linguistic alternation in the classrooms. However, teachers suggest the need to introduce compulsory French support courses at elementary and secondary level.

Keywords : Linguistic Alternation; Science; Technical Subjects; French Language; Teachers.Insert

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