LITERARY TEXTS IN THE MOROCCAN UPPER SECONDARY SCHOOL ENGLISH COURSE BOOKS

Abstract

Literature has been recognized as a valuable tool in language learning as it not only promotes language development but also enhances learners' cultural awareness and critical thinking skills. The study examines the inclusion of literary texts in the Moroccan upper secondary school English course books. The purpose of the study is to investigate the extent to which literary texts are incorporated in the curriculum, and to determine the reasons behind their inclusion or exclusion. The methodology employed in this study is a qualitative content analysis of the English course books used in the Moroccan upper secondary schools. The study reveals that literary texts are not extensively used in the Moroccan course books. The findings also suggest that the inclusion of literary texts is primarily motivated by the need to develop students' language proficiency, rather than to expose them to diverse cultures and ideas. The study concludes that the current approach to teaching English literature in the Moroccan upper secondary schools needs to be re-evaluated to include more culturally diverse texts and to emphasize the broader educational benefits of literature. The implications of this study suggest that educators and curriculum developers should consider the role of literature in English language teaching and explore ways to integrate literary texts that promote cultural and critical literacy among Moroccan students