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Building Bridges in Morocco:
Mother Tongue Literacy Education Paving the Road to Standard Arabic Jennifer L. Hall Abstract Jennifer Hall’s article presents a case study of a new and innovative approach to adult literacy education in Morocco called “passerelle.” Passerelle aims to teach adult women to first write their mother tongues, Moroccan Arabic or Berber, using Standard Arabic orthography before transitioning them to broader Standard Arabic literacy skills. Passerelle was developed and tested by a joint American and Moroccan project run by the United States Agency for International Development (USAID) between 2005 and 2008 and has since been implemented by the Moroccan government in six regions of Morocco. An analysis of passerelle primers and ethnographical data from passerelle based classes in both rural and urban settings are discussed in this study. |
Planification linguistique et
enseignement de la langue amazighe Moha Ennaji Abstract Moha Ennaji’s article examines language planning and policy and their impact on the teaching and learning of Amazigh language in Morocco. He shows that the success of the introduction of Amazigh in education depends on language planning and decision-makers who should seriously address this issue. The reluctance of policy-makers toward Amazigh should end now that the Amazigh language is recognized by the new constitution of July 2011 as an official language alongside Classical Arabic. The successful introduction of Tamazight in schools is also linked to the development of appropriate programs and educational tools. A system of supervision, monitoring and evaluation is imperative, and the development of teaching materials and television programs specializing in the teaching of Amazigh is a prerogative. Until now there is a total void in the domain of teacher training, the media library and audio-visual aids in general relating to the teaching of the Amazigh. |