Abstract:
The current study seeks to inspect the subject matter regarding “the students‟
attitudes and perceptions in employing Moroccan Arabic in learning English” in the
Moroccan context. The study project at hand is viewed to be as the preliminary
investigation of its kind in Morocco. There had been significant studies along with
other opposite ones regarding employing the pupils‟ mother tongue in learning the
target language mainly a substantial team supports and recommends the Monolingual
educational methodology which views English as the exclusive medium of learning.
On the other hand, translanguaging approach claims that learners‟ L1could reliably
be intertwined with the target language educational process. Furthermore, a large
number of significant pedagogical sources revealed the effectiveness of utilizing L1
in L2 classes by both the pupils and their tutors. In this regards, an online
questionnaire was applied to test mainly the learning-teaching approach most
applicable in learning English in Morocco. For this purpose, 150 10th grade male and
female students partook of our investigation. The survey was analyzed through the
statistical package for the social sciences (SPSS). Corresponding outcomes showed
that the majority (93+ %) of participants were overpoweringly for using Arabic in
learning English for various reasons, chiefly to explain novel vocabulary items and
grammatical structures, provide feedback, assert class discipline, boost national and
cultural identity of L2 learners, and to save time. Our findings revealed that
translanguaging teaching approach has a significant impact on the way English
language is learnt. Thus, our endeavor contributes to existing literature, mainly
through the evaluation of the translanguaging approach from a novel perspective in
the Moroccan context.
