Abstract
This study investigates the possibilities of an English-oriented reform in Moroccan universities as far as the development of an English-dominated proficiency is manifest in translation classes. Two-hundred seventy-six students were surveyed to determine their attitudes and achievements in translating from and into English. The paper claims that this pursuit has been vulnerable to the premises of postcolonial pedagogy and language policies adopted in/by the Moroccan higher education system since 1960s. It concludes that the insufficiency of reading rates, limitedness of writing skills, and the postcolonial linguistic compulsions emanating from the French/English connection hinder faster education reform achievability in Morocco.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
