Exploring the Usage of Language of Instruction for Teaching Science Subjects in Moroccan High Schools

Abstract

Teaching in general and teaching of science in particular necessitates the choice of a language of instruction to reach effective learning outcomes. This study argues that the implementation and identification of language of instruction strategies can enhance the acquisition of scientific knowledge, skills and outcomes in Moroccan high schools and ultimately achieve the pre-set educational goals. This study aims to explore and identify the preferred language of instruction to teach science subjects in high schools and the reasons behind this preference, and to know how the language of instruction impacts students’ learning outcomes in science subjects. To meet the objectives, the qualitative approach was used, relying on open-ended questions conducted with high school science teachers, as well as classroom observations in Moroccan high schools. The thematic analysis is applied to discuss the research questions. The results provide science educational policy and practice regarding effective teaching of science subjects through preferred language of instruction in Moroccan high schools.