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Glocalizing Teaching English as an International Language: A Case Study of Moroccan English Teachers' Perspectives.

Yassine Rfissa, University of Nebraska - Lincoln


The paradigm of English as an international language (EIL) has received increasing interest in the field of English language teaching (ELT) globally due to its capacity to express the changing nature of English language use and its implications for language learning and teaching. In order to understand Moroccan teacher perspectives on the principles of the EIL paradigm and unveil how extant ELT there raises possibilities and challenges for the EIL paradigm, this qualitative case study includes interviews with multiple English teachers at a variety of institutions in Morocco. Secondary data such as national curricular frameworks and textbooks are used to contextualize (confirm, disconfirm, or further elaborate on) teacher perspectives on the themes and principles of EIL and ELT in Morocco. Data analysis includes an inductive and deductive thematic analysis in which themes are derived both from the data and from the theoretical framework of EIL. Findings identify several strengths and challenges of ELT in Morocco for the EIL paradigm. While ELT in Morocco is characterized by adopting locally published curricula and implementing local culture-based ELT that emphasizes the integration of local cultural elements into the language learning process, it appears to fall short in the following aspects: recognizing the importance of learners’ linguistics repertoires, the strong dominance of Communicative Language Teaching which is derived from the native speakers model, the need for teacher training in Intercultural Communicative Competence, the limited exposure to the multicultural approaches in English language teaching, and locally-published textbooks that need to be updated. This study adds its voice to the literature that calls for a paradigm shift in ELT recognizing exposure to the recent multicultural trends of English teaching, the agency and voice of teachers in shaping language education policies and practices while strengthening and protecting the local and indigenous languages and cultures. In addition, further research should aim to comprehend the complexities of glocalizing English as an international language as well its impact locally and globally.

Subject Area

English as a Second Language|Linguistics|Language|Teacher education|Curriculum development

Recommended Citation

Rfissa, Yassine, "Glocalizing Teaching English as an International Language: A Case Study of Moroccan English Teachers' Perspectives." (2023). ETD collection for University of Nebraska-Lincoln. AAI30569745.