The effect of language of instruction on the quality of science education, in Morocco. As it appears, Morocco has implemented a new language policy on the medium of instruction for science education. By adopting this language, as a language of instruction, presumably, students relatively encountered more difficulties with the comprehension of scientific courses.
As a starting point, it is of paramount importance to proclaim that the impact of the language of instruction, French language, on the teaching-learning process of scientific subjects- such as, math, physics and natural sciences. The language of instruction in the Moroccan educational system has always been a major topic of concern. It means that the students are learning this language from primary school, and they need to communicate and arrive at conclusions through getting involved in scientific debates. Clearly enough, the learners must know how to speak, to read, to write and to speak this language, French language and starting scientific debates and explaining scientific phenomena would not be within the reach of students if they are not equipped with language proficiency.
And, even if Studies show that science instructors object to the use of second and foreign languages as mediums of instruction for scientific, the students cannot wholly understand scientific subjects. Viewed in this way, students want to study the scientific subjects in Arabic. To prove this, students can understand easily the lessons, making less efforts, and they do not have to translate language. Heuristically speaking, students can communicate more effectively with instructors in Arabic than in French. Many researchers succinctly proclaim that teaching in Arabic helps the students to attain the objectives of their lesson plans more quickly and more easily; in contrast, teaching in French is extremely tiring and time consuming. Learners devote much time to translation and to the repetition of their explanations because they have to teach content and language simultaneously. From another point, teachers stressed that teaching scientific subjects in French makes students depend more on rote learning and memorizing French terms because of their low proficiency in French.
We can conclude that teaching natural sciences in Arabic is a terrific experience because teachers can communicate with their students and achieve the objectives of their lessons more easily. Overall, students feel more comfortable and reassured by their ability to understand and analyze information in their own language.
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