Arab World English Journal, December 2016 ASELS Annual Conference Proceedings, 2016

Mohammed V University of Rabat, Morocco

Pp. 211-222

English as a Medium of Instruction in Moroccan Higher Education

Hassan Belhiah
English and Linguistics
Mohammed V University in Rabat, Morocco

Abilkassem Abdelatif
Journalist at Moroccan News Agency (MAP)
Dakar, Senegal

Abstract
Currently, French is used as a medium of instruction in Moroccan colleges of science and
engineering. There have been several calls to replace French with English since English is
gradually becoming the language of science and technology par excellence. This study examines
science and technology doctoral students’ attitudes towards the use of English as a medium of
instruction in three Moroccan colleges using a survey questionnaire. The results indicate that
students are strongly in favor of using English as a medium of instruction. Some reasons behind
this preference include the need to read and cite indexed journal articles in their dissertations,
their intention to pursue postgraduate studies abroad, and the desire to have an edge in the job
market.

Keywords: bilingualism, bilingual education, English as a medium of instruction, English-in-

Education;

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English as a Medium of Instruction in Moroccan Higher Education Belhiah & Abdelatif

Introduction
In recent years, the Moroccan government has been striving to improve the outcomes of
the higher educational system and to boost scientific research output. One of the main measures
that are key to achieving this goal is openness to foreign languages, especially English, a
language that is becoming the international language of science and technology. The Minister of
Higher Education, Scientific research, and Training Mr. Daoudi Lahsen announced in an
interview with “Akhbar Alyaoum newspaper”, that the government “will make it mandatory for
students of engineering and medical studies to demonstrate English proficiency before obtaining
a doctorate”(2014, p.9).

However, the above-mentioned decision has not been accompanied with concrete
measures. French is still the language of instruction in faculties of science and engineering, and
English is not a mandatory subject. In addition, such a decision should normally take into
consideration the opinions of science students toward this issue because they are the target
group; otherwise, the envisaged goal may not be achieved.

This study investigates the perceptions of science and engineering doctoral students vis-
à-vis the use of English as a medium of instruction instead of French. Furthermore, the study
seeks to determine the challenges students encounter when it comes to the use of English in their
studies. The study derives its importance from two significant reasons. The first one is the topic
that it deals with, which is language planning in education. As argued by Ferguson (2006),
“Education is probably the most crucial, sometimes indeed bearing the entire burden of LP
implementation” (p. 33). Indeed, the education sector is considered one of the most crucial
sectors for a county’s development. It enables the students to contribute to economic, social and
cultural development (HM King Mohamed VI, 2013). Secondly, the study targets doctoral
students, who are the main entities concerned with the issue of using English in Higher
Education. The findings of the study will provide decision makers with useful recommendations
regarding the use of English as a medium of instruction in science and engineering schools.

English as an International Language

English is, nowadays, enjoying the most important status amongst all languages in the
world. Two major factors have led English to gain ascendancy over the rest of the world’s
languages. According to Ferguson (2006): “Standard explanations of the spread of English have
… the role of the British Empire and secondly the growing economic, military and political
dominance of the United States in the later twentieth century as key factors” (p.110). The
historical factor that stands behind the spread of English is related to British colonialism that
impacted different sectors of the colonized societies to the extent that Great Britain was referred
to as “The Empire on which the sun never sets” (see the map below).

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Map 1: Map of the British Empire in the 1920s

Source: The Oxford History of the British Empire: Volume IV: The Twentieth Century(Brown &
Louis, 1999, p. 10).

According to Ferguson (2006), the fact of colonizing many countries all over the world by the
British Empire has created conditions that served as fertile ground for the emergence of English
as a global language. This emergence occurred due two processes, which Brutt-Griffler (2002)
refers to as “spread by speaker migration” and “spread by macro-acquisition”. The “spread by
speaker migration” refers to the settlement of British immigrants in the colonized territories,
which led to the emergence of new native speaker communities, while the “spread by macro-
acquisition” means that the indigenous populations maintained English owing to its social and
economic benefits.

During the twentieth century, this world presence was maintained and promoted almost
single-handedly through the economic supremacy of the new American superpower. Economics
replaced politics as the chief driving force and the language behind the US dollar was English
(Crystal, 2003, p. 10).In addition, since the economic position of a given state determines its
political one, the US stands as a major political actor on the international scene. This explains the
emergence of English as the first dominant language in international institutions such as the
United Nations, in which English is the most widely used language for spoken and written
communication. According to Ferguson (2006):

There is no shortage of evidence, then, for American economic and political influence,
and it seems reasonable therefore to assent to the linkage (..) between the dominance of
the United States and the increased use of English not only in former colonies but as an
international lingua franca in countries where there was no British colonial presence – in
Europe, for example (p. 111).

This claim is confirmed by Thomas (1999) who explains that: “English - thanks largely to
the predominant world role of the United States - is now the international language most sought
everywhere, including in North Africa and Central Asia”(p. 2).

In his endeavor to explain this linkage between the political dominance of the US and the
spread of English, Phillipson (1992) proposes the concept of hegemony as it was first
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English as a Medium of Instruction in Moroccan Higher Education Belhiah & Abdelatif

conceptualized by Gramsci. Hegemony in this sense refers to the process by which ruling elites
maintain their dominance not through overt coercion but by winning the consent of the mass of
the population to their own domination and exploitation. This explanation sounds reasonable
since one can easily observe how English and the American culture are widely spreading all over
the world. The hegemonic character of English is expressed in the media, technology, and
cultural industries. This dominance is also expressed in the educational arena since there is a
huge demand for learning English and an increasing number of non-English speaking countries
that use it as a medium of instruction.

This hegemony is also manifest in the field of science. Ammon (2003) explains that by
1995 English accounted for 87.2 per cent of publications in the natural sciences and 82.5 per cent
of publications in the social sciences. Crystal (2003) highlighted the fact that the majority of
scientific papers were published in the English language in the 1980s: 85%in biology and
physics, 73%in medicine, 69% in mathematics, and 67% in chemistry. Today, many countries
have realized the importance of English as a vital means to reinforce scientific research and
adjusted their language policies in order to integrate English in their educational system.

and engineering in non-native English speaking countries who do not master this
language find themselves faced with the inability to access scientific references in their areas of
research. This problem will certainly affect the quality of their training and their research.
Another hurdle resides in students’ limited job and research prospects. Once they receive their
diplomas, students find themselves unable to pursue their studies in prominent research
universities, which offer better conditions in terms of the quality of the training, thus assuring
better employment opportunities.

English in Morocco
The presence of English in Morocco goes back to the period of World War II, when
American bases were established in Tangier and Kenitra. The Moroccan workers, who had
interactions with Americans, were motivated to learn English in order to communicate with them
(Ennaji, 2005). Since that time, English has witnessed an increasing degree of popularity in
Morocco and become overtime one of the important foreign languages that shape its linguistic
landscape. According Ennaji (1991), this popularity was the result of two main reasons: the
absence of acolonial connotation associated with English (in comparison with French for
instance), and the positive attitudes towards this language and its emergence as an international
language of science.

Sadiqi (1991) identifies four major factors behind the spread of English in Morocco: first,
the policy of education adopted since independence, which has been favorable to English;
second, the emergence of English as an international lingua franca widely used in vital sectors
and activities,such as trade, diplomacy, and finance; third, Moroccans’ positive attitudes toward
English; and fourth, the lack of an association between English and colonialism in Morocco.

Some of the fields in which the spread of English has been acutely observed are
education, mass media, internet websites, business and tourism (Ennaji, 1991). In the mass media
sector, many newspapers, especially the digital ones, have emerged in the Moroccan media
landscape. In tourism, English has become an indispensable language, both in the private sector
(hotels, tourist guides, etc.), and in the public one, as the government aims to increase the
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number of visitors to the kingdom, thus increasing the revenue generated from tourism.
According to Buckner (2011), “Today, the rise of tourism in Morocco, with the country aiming
to attract millions of new tourists over the next five years, and the growth of international trade,
facilitated by Morocco’s Free Trade Agreement with the US, are bringing new job opportunities
to Morocco that increasingly require English skills” (pp. 233-234).

In the field of education, the educational policy adopted in Morocco since independence
has been favorable to English. This important link between English and education (Ennaji, 2005)
was in fact, a result of a cooperative and beneficial interaction between the two of entities. The
importance and the global spread of English as an international language prompted colonial and
national authorities to integrate the teaching of English in secondary education. In higher
education, English is taught as a foreign language to freshmen in many public universities.
However, the subject matter is taught either in French or Arabic.

Regarding the significant position that English enjoys in the world, and its crucial role as
a language of science, one may feel the scale of the loss Moroccan higher education will endure
because of the weak presence of this language in the curricula. The main problems students face
at this level have to do with their inability to access scientific references in English, and pursue
their studies abroad in universities that adopt English as a medium of instruction. According to
Ennaji (1991) “A good number of university students and researchers must learn English to be
able to read the English references relevant their specialty” (p.21).

Recently, the Moroccan higher authorities have displayed a keen awareness of this issue
and started efforts to improve the position of English in higher education. In his speech on the
occasion of the 60th anniversary of the Revolution of the King and the People, HM King
Mohamed VI (2013) has hinted that the educational language policy needs to be revisited when
he explained that:

The education sector is facing many difficulties and problems. They are mostly due to the
adoption of some syllabi and curricula that do not tally with the requirements of the job
market. Another reason has to do with the disruptions caused by changing the language
of instruction from Arabic, at the primary and secondary levels, to some foreign
languages, for the teaching of scientific and technical subjects in higher education.
Accordingly, students must be provided with the necessary linguistic skills so that they
may fully benefit from training courses. Moroccans should, therefore, be encouraged to
learn and master foreign languages(www.maroc.ma)

Another indicator of the trend to enhance the status of English in Higher education is
reflected in a recentmemorandum addressed to university presidents by Dr Lahsen Daoudi, The
Minister of Higher Education and Scientific Research in Morocco on Sep 15, 2014. He explained
that proficiency in English should be taken as one of the criteria in the recruitment of new
professors in Moroccan universities, particularly in the areas of science, technology, health,
management, and economics. He added that the reason behind this decision lies in the fact that
mastering English provides promising prospects to develop scientific research in universities,
and affords graduates better opportunities in the job market.

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In addition, Dr Daoudi announced in March 2014 that the government is seriously

considering using English, albeit partially, as a medium of instruction in Moroccan universities.
In his view, Engineering and medical programs should be conducted in English, and English
proficiency ought to be a condition for obtaining a doctorate. Daoudi also stressed that English
will play a key role in improving Morocco’s fledgling education system(www.alyaoum24.com).
If these ideas come to fruition, English will finally gain a foothold in the Moroccan educational
arena. As explained by Ennaji (2005), “English will start to compete seriously with French in the
areas of education, science, and technology” (p. 114).
Data and Methodology
The purpose of the study is to examine science and doctoral students’ attitudes towards
the use of English as a medium of instruction in Moroccan universities. A total of 208 students
participated in this study: 110 females (53%) and 98 males (47%).The subjects were pursuing
their doctoral studies at Mohammed V University in Rabat in the faculty of Sciences, the
National School of IT, and Hassan II Institute of Agriculture and Veterinary Medicine.

A 5-point Likert scale questionnaire was used to explore students’ perceptions regarding
the use of EMI. The questionnaire was divided into three sections. Section A asked for
demographic information about the students (e.g., gender, age, college). Section B asked students
about their views on the current status of English in their studies and research. Section C tapped
into students’ perceptions about the adoption of an EMI policy in Moroccan higher education.
Students were given an open-ended question at the end of the questionnaire asking them to write
down any further comments that they might have about the EMI policy. The goal was to glean
new ideas and insights from the perspectives of the students in case these would not have not
been captured by the Likert scale method. The table below provides the key demographic
information pertinent to this study.

Table 1: Demographic information of study participants

Number and percentage of students in sample Total

1. Gender Female Male

110 98 208
(53%) (43%)

2. Age < 25 26-30 31-35 36-40 40+

208
20 121 36 17 14
(10%) (58%) (17%) (8%) (7%)

3. College College of National Hassan II Institute of

sciences College of IT Agriculture and
(INSIAS) Veterinary Medicine

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208

149 30 29
(72%) (14%) (14%)

Discussion and Analysis

The Current Status of English in Higher Education
Table 2 below summarizes the students’ answers to the survey questions 4 to 8. These
questions have to do with the current status of English in the institutions under study, and its use
by the respondents. As illustrated in the table, responding to question 4, which reads “Does your
college provide English courses?”,75 % of the students said that their institution does not (or did
not) provide English courses. The answers to question 5 show that among the students who said
their institution provide English courses, no one claims that those courses are adequate compared
to 23% who state that the courses are “adequate enough”. On the contrary, more than two-thirds
(77%) report at the courses are “inadequate” and do not enable them to use English for research
purposes effectively.

Table 2: The current status of the use of English in the higher education

Questions Number and percentage of students in the sample Total

Does your college No Yes

provide English 208
4 courses?
156 52
(100%)
(75%) (25%)

If yes, are these Adequate Adequate enough Inadequate

courses 52
5 adequate?
0 12 40
(100%)
(0%) (23%) (77%)

How often do you Always Never Sometimes 208

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6 need to use (100%)

Englishin your 171 17 20
academic (9,6%)
research? (82,2%) (8,2%)

What reasons I don’t master References in Access to

prevent you from English French are English
using English in sufficient. references is
your academic difficult. 17
7 research?(Those
who chose never) (100%)
11 3 3

(64,8%) (17,6%) (17,6%)

What do you do Ask for help Rely on my own Other

when you efforts
8 encounter 181
difficulty with
English? 15 149 17 (100%)

(8,3%) (82,3%) (9,4%)

In response to question 6, which asks whether students use English references in their
research and studies, more than 80% of the students claim that they “always” use references
written in English, 9,6% said they use them “sometimes”, while only 8,2% said they never use
English references in their research. A doctoral student from the faculty of sciences explains:

All my research is in English; even the articles that I have published are in English. My
thesis is the only work that will be in French Insha’Allah. I want to mention that the best
scientific articles are written in English.

Three alternatives were proposed in the questionnaire as a possible response to question

7, which tackles reasons behind the lack of English use. Among the 17 students who said they
never use English in their research, nearly 65% said they are unable to use English, while
17,6%statedthat scientific references in French are sufficient for them, and17,6% said that they
have difficulty accessing English references.

Responding to question 8concerning how students deal with obstacles in using English in
their research, 82% said they rely on their own efforts (e.g., using dictionaries), 15% seek help
from another person, while 17% use other solutions to overcome the problem, such as using
“Google translation” and studying English in language centers.

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The Importance of English as Language of Science and Technology

Table 3 shows students’ answers to statements 9 to 13. Statement 9 deals with students’
opinions about adopting English as a language of instruction in HE. Sixty three percent said they
“Strongly agree”, and 31,3% “Agree”, while 4,3% “Disagree”, and none of them said they
“Strongly disagree”. Three approaches were suggested in the questionnaire (statement 10) in
order to investigate the opinion of students who agree with the adoption of English as a language
of instruction in higher education.
Table 3: Students’ perceptions adopting English as a medium of instruction
Number and percentage of students in the sample
Statements Strongly Agree Undecided Disagree Strongly Total
agree disagree
English should be 131 65 3 9 0 208
9 adopted as a (63%) (31,3% (1,4%) (4,3%) (0%) (100%)
language of )
instruction in HE
First option* Second option* Third option*
The best approach 54 49 93 196
to introducing (28%) (25%) (47%) (100%)
10 English as a * First option: Maintain the use of French and add some courses in
language of English (Scientific translation).
instruction in * Second option: Switch from French into English from the first
higher education is year of studies.
* Third option: Progressive switch from French into English.
First Second Third Fourth Fifth Total
option* option* option* option* option*
2 115 15 72 4 208
(1%) (55%) (7%) (35%) (2%) (100%)
11 English is an * First option: It helps oneobtainan attractive job.
important language * Second option: It is a crucial language for conducting scientific
because: research and using recent references.
* Third option: It helps one pursue his or her studies abroad.
* Fourth option: All of the above
* Fifth option: Other
The use of English Agree Disagree Not necessarily Total
will improve the
12 quality of scientific 164 3 41 208
research. (78,8%) (1,4%) (19,7%) (100%)

The use of English Agree Disagree Not necessarily 208

13 will improve the (100%)
quality of The 182 4 22
quality of student (88%) (2%) (11%)
education
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As is shown in the table, 28% of students said that the appropriate approach is to
maintain the use of French and add some courses in English, especially in scientific translation.
25% said they prefer switching from French into English from the first year of studies in higher
education, while 47% thought that a progressive switch from French into English should be
adopted.

It is worth mentioning that some students suggested other proposals concerning this issue.
For example, some students proposedthat English be enhanced from the secondary level. A
doctoral student from Hassan II Institute of Agriculture and Veterinary Medicine said:

I think English should be used from the first year of high school with a large
number of hours, especially in scientific branches. It is essential to prepare
students in high school in order to enable them to study sciences in English. For
me, studying scientific subjects in Arabic is useless.

Another student from the faculty of science commented:

English should be introduced from primary school and not high school. If we do not
implement this change, we will disable many generations, for good!

In response to statement 11, which deals with the importance of English in student’s
academic and professional life, 55% of the students said that English is significant because it is a
crucial language for conducting scientific research and using the latest academic sources.
Moreover, 7% claimed that it is helpful because it opens doors for pursuing studies abroad,
compared to 1% who said that English helps better access to the job market. In addition, 7% said
that all the options mentioned above are valid.

Concerning the added value of English, the responses to statements 13 and 14show that
the overwhelming majority (84%) of students agree that the use of English will improve the
quality of scientific research and the quality of students’ education, compared to 1,7% who
disagree. For the rest of students (14,9%), they think that English will not necessarily have an
added value. According to a student from the INSIAS institute:

It is true that English language is important in scientific research, but it does

not necessarily represent the key factor of improving the quality of scientific
research. Indeed, other complementary factors are involvedto guarantee a
successful research and education in our country, such as coaching, equipment,
and communication.

Conclusion
The purpose of this study was to examine the perceptions held by science and technology
doctoral students toward the use of English in higher education. The major findings of the study
can be summarized as follows:
The majority of the students do not seem to be satisfied with English courses offered by their
colleges. Yet, they believe English is a crucial language to conduct scientific research.

a) The majority of the students face difficulty using English to conduct their research.
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b) The majority of the respondents agree with the need to mandate EMI in engineering and
medical programs.
c) A progressive switch from French into English from the first year of studies in higher
education is viewed as the best language-in-education policy for HE.
d) English is perceived as a significant language for students due to many reasons, namely
its crucial importance in conducting scientific research, pursuing studies abroad, and
ensuring better job prospects.
e) The majority of the students believe that using English in higher education will improve
the quality of scientific research and their overall educational experience.

The results of this study thus reveal that English is gradually perceived by Moroccan
doctoral students as a vital language in higher education. The study also shows the inefficiency
of the current measures to reinforce the status of English in higher education even though
decision makers continue to underscore the importance of English for the country’s
development. Another important finding of this study is that French seems to be less useful for
these students even though it is the first foreign language in the country and the language of
instruction in colleges of science and technology. Indeed, many participants in the study
expressed this fact explicitly, arguing that French has become a real burden on the Moroccan
higher educational system. As one of the participant said, “we should switch to the Anglo-Saxon
system simply because the French one has proven its weakness and failure for years.”

Based on these findings, the current study proposes the following recommendations:

a) Improving the teaching of English in secondary and tertiary education.

b) Providing universities and technical colleges with the necessary tools to conduct research
in English (e.g., databases, translators, editors, etc.)
c) Establishing partnerships with international universities that use English as a medium of
instruction
d) Offering courses using English as a medium of instruction.
e) Creating a synergy involving policy makers, language planning experts, subject matter
instructors, and English language teachers in order to prepare a comprehensive plan that
will help elevate the status of English in higher education

About the Author:

Dr. Hassan Belhiah is chair and professor of English and Linguistics in the Department of English
Language and Literature at Mohammed V University in Rabat. Previously, he held the positions of
Associate/Assistant Professor of English and Education Studies at Alhosn University in the UAE (2009-
2013) and Assistant Professor at Al Akhawayn University in Morocco (2006 to 2009). His most recent
publications have appeared in Language Policy (Springer), Classroom Discourse (Taylor & Francis), the
Modern Language Journal (Wiley), and Applied Linguistics (Oxford University Press).

Mr. Abilkassem Abdelatif is a senior editor at Morocco's news agency (MAP) in Dakar. He was
previously a journalist at MAP-Rabat (2008-2015). He holds a Master's degree in political science and
two B.As in linguistics and law from Mohammed V University in Rabat. He won Morocco’s prestigious
National Press Award in 2011.

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