Multilingual education in Morocco and the question of cultural identity: Toward implementing a critical thinking approach in high school English textbooks
Multilingual education in Morocco and the question of cultural identity: Toward implementing a critical thinking approach in high school English textbooks
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摩洛哥的多语言教育和文化认同问题：在高中英语教科书中实施批判性思维方法
DOI：
10.5897/err2013.1576
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发表时间：
2013
影响因子：
11.7
通讯作者：
Abdellah Elboubekri
中科院分区：
文献类型：
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作者：
Abdellah Elboubekri
语言是身份形成、确认和协商的适当场所，这一点跨文化理论家和文化研究学者都没有异议。事实上，语言的教与学并不仅仅涉及语言结构和词汇成分。他们更多地参与文化进程，这可以说有利于身份的形成和重塑。鉴于其在摩洛哥多语言教育领域的新地位，据我所知，没有持续的研究已经在摩洛哥高中英语的文化含义。基于这些前提，本文旨在探讨摩洛哥的英语教育和身份认同问题。然后，本文将说明如何在高中英语教材中促进批判性思维策略是一种跨文化交际能力，除了提高英语语言技能，欣赏当地文化身份和开放和尊重其他文化。
Intercultural pedagogies theorists and cultural studies scholars have no controversies over the fact that language is the appropriate realm for the formation, contestation and negotiation of identities. As a matter of fact, language teaching and learning are not only involved with linguistic structures and lexical components. They are more engaged with cultural processes which are arguably conducive to the making and reshaping of identities. Given its new status in the Moroccan multilingual education scene, no sustained research, to my knowledge, has been done on the cultural implications of English in Moroccan high schools. Based on these premises, this paper aims at investigating the issue of English education and identity in Morocco. Then, the paper will show how promoting critical thinking strategies in high school English textbooks is an intercultural communication competence that is grounded on, besides enhancing English language skills, appreciation of local cultural identity and openness and respect of other cultures.