Abstract
The present paper provides a critical review of the trajectory of the status and teaching of the Amazigh language in Morocco in an attempt to contextualize its state of the art following the recent changes in the Moroccan language policy. The assumptions herein discussed are not based on fieldwork, but rather on previous literature, document analysis, and numerical data reported by the Ministry of Education between the years 2003 and 2010. Such an approach is expected to pave the path for future fieldwork research by investigating the extent to which some of the claims advanced tend to align with the de-facto reality of the Amazigh language in a variety of priority domains of public life, governed by the recently validated organic law 26.16, including the Moroccan educational system.
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