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All Journal Acuity : Journal of English Language Pedagogy, Literature and Culture International Journal of Qualitative Research ELTALL: English Language Teaching, Applied Linguistic and Literature
Bendraou, Rachid
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Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Language, Media, and Education: Unpacking Gender Bias and Empowerment in Moroccan Society Bendraou, Rachid; Hichami, Taoufik Alaoui
International Journal of Qualitative Research Vol. 4 No. 3 (2025): March
Publisher : CV. Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47540/ijqr.v4i3.1895

Abstract

This study investigates the impact of language on the perpetuation of male dominance and gender norms in Moroccan society from the perspective of six Moroccan EFL teachers. Utilizing in-depth interviews, the research investigates how linguistic practices in both the public and private domain provide support for patriarchal norms, which in turn constructs ideas of gender roles amongst both educators and their students. The findings show how language, through proverbs and dialogue exchanges, draws on male domination and marginalizes women's views. Participants stressed that hierarchies of language at schools and media representations help maintain masculinity as the favored position in privileged spaces over that of women as the inferior ones. However,  the study also finds emerging efforts by educators and activists pushing back against those norms through gender-sensitive curricula and inclusive communication strategies—these results illuminate language's role as a tool of oppression and as an instrument of defiance. By challenging the cultural and linguistic aspects that reinforce gender inequality, Moroccan education can play a notable role in promoting gender equality and giving a voice to marginalized groups.
CLIL Projects for Critical Thinking and Digital Citizenship in Moroccan Classrooms Bendraou, Rachid; ALAOUI HICHAMI, Taoufik
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 2 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v10i2.4027

Abstract

This study examines the effect of Content and Language Integrated Learning (CLIL) project-based learning, incorporating Moroccan culture and digital citizenship, on the critical thinking, cultural consciousness, and local identity of first-year middle school students in Morocco. The study employs a quasi-experimental design, involving an experimental group (n = 28) instructed using the CLIL strategy and a control group (n = 28) receiving traditional instruction. To evaluate progress in their critical thinking abilities and knowledge of Moroccan cultural traits, both groups were administered pre- and post-tests. The data was analysed using paired t-tests, which demonstrated a substantial increase in the post-test scores of the experimental group compared to the control group. These results indicate that integrating digital citizenship and local culture into CLIL can improve the critical thinking skills and cultural awareness of students. The significance of culturally applicable content and pedagogical approaches in the development of intercultural competence and awareness is underscored by the study. The results are limited by the small sample size and brief duration, indicating the necessity of additional research with larger, more diverse samples and extended time frames to verify them and investigate CLIL's effects in a variety of educational contexts.
Impact of CLIL on Scientific English and Problem-Solving Skills: A Quasi-Experimental Study in Moroccan Middle Schools Bendraou, Rachid
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 6 No. 2 (2025)
Publisher : UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v6i2.10627

Abstract

This study examines how CLIL (Content and Language Integrated Learning) can scaffold Moroccan school students to enhance their scientific English and problem-solving skills. This is important as it integrates language learning with subject mastery, a concept increasingly valued in academia and critical thinking development. The study employed a one-group pre-test and post-test design, with 25 middle school students participating in a science-oriented CLIL intervention. The results of a paired t-test revealed a significant improvement in scientific English proficiency and problem-solving ability following completion of the course. Compared to pre-test scores, post-test scores had increased considerably, concluding that the CLIL technique helped students acquire desirable academic skills (M difference = -5.640, SD = 3.303, SE = 0.661, t (24) = -8.539, p = 0.000), with a 95% confidence interval of [-7.003, -4.277]. This finding directly contributes to the ongoing efforts in Morocco to transform language and content instruction. It demonstrates that CLIL can significantly enhance learning outcomes, offering a pathway to improving the quality of teaching and learning in Moroccan schools.
Co-Authors ALAOUI HICHAMI, Taoufik Hichami, Taoufik Alaoui