The school and the slide of linguistic defeatism – day 24

Managing the problem of linguistic pluralism and equity requires, in a first stage, to make the language policy clear and precise on the issue of equality, justice and parity between the two official languages, Arabic and Amazigh, in order to smooth out the path to the management of official dualism. in all areas of public life, such as education, public space, administration, etc. From this angle, it seems necessary to crystallize visions, proposals and recommendations to improve linguistic and cultural policies so that they are fair, equitable and guarantee multilingualism and cultural diversity. , and strengthening the national identity in its symbolic form: “Moroccan” and building perceptions and alternatives to establish educational options that aim to enhance the roles and functions of the two official languages ​​in the educational system and granting them the conditions of competitiveness and vital elements.

The imbalances in the language policy in Morocco could lead to linguistic retention, as a result of which the Arabization process was halted, the return of the French to education, the restriction of Tamazight as a language of communication and domestication, and the creation of linguistic islands in the university, which would negatively affect the national educational system. This linguistic defeatism can be framed in the section of the “management labyrinth” in its relationship with the system of pluralism and diversity, especially if it is linked to the lack of respect for constitutional requirements, and that the planning of linguistic justice and the renaissance of languages ​​​​requires a deep knowledge of the linguistic situation of the country, and of its social evidence, with all its identities, cultural, scientific, educational, economic, political and territorial variants…

Consequently, the Moroccan school cannot absorb the elements of the Moroccan identity in light of the expansion of the linguistic offer and the intense focus on a specific foreign language, which is French as the language of instruction, amid the social context of the Market Stall. -Constitution of 2011, which resulted in the transfer of my identities, which took root through a mixed earthly identity embodied through a saying: Moroquizar. This identity transition brought with it a qualitative change that enriched belonging and historical identity that is expressed through geographical affiliation (from Tangier to Gwera) and deepened it with a unique civilizational affiliation and a symbolic identity (Tamaghribit) that encompasses all nuances of the linguistic diversities of Tachelhit, Arabism, Tamazight, Rural, and Jabaliyah…

How then to understand the controversy of school language in its relationship with identity in its physical and symbolic aspect through the framework law related to the reform of the educational system? To answer this question, it seems that the adoption of a foreign language, French, in education can create a state of linguistic and cultural insecurity that translates into identity defeatism with which the official languages ​​become inferior and depressing languages, rather, they refer to feelings such as despair, “lack” and contempt, and generate a feeling of linguistic schizophrenia and cultural schizophrenia. That is why a distinction must be made between the languages ​​taught, where linguistic openness is a “civilizing duty”, and the languages ​​of instruction that strengthen individual personality, belonging and sense of citizenship. From this point of view, official bilingualism can be managed in the field of education through the argument of citizenship, which requires that the measure be built, as in international experiences, either on the principle of personalism (Canada as model), or on the principle of territoriality (Switzerland as a model). In the Moroccan case, this type of measure could mean the transition from the constitution to institutionalization and, therefore, to the consolidation of the elements of the linguistic identity of the Kingdom of Morocco as declared in the 2011 constitution.