Moroccan Parental Involvements in their Children’s Learning of English Language

El Hacen, Moulaye Ahmed* and Adiba Bousfiha
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El Hacen, Moulaye Ahmed*: PhD Candidate in Sociolinguistics at Sidi Mohamed Bin Abdellah University, Fez, Morocco
Adiba Bousfiha: Professor of Linguistics at Sidi Mohamed Bin Abdulah University, Fez, Morocco

English Literature and Language Review, 2018, vol. 4, issue 6, 88-92

Abstract: Almost all Moroccan institutions of education, as others elsewhere, of all levels from primary, secondary to higher, of all sectors, from private to public, of all shapes and sizes, from metropolitan universities to small institutions, are starting to teach English as a second language to students. These students’ learning is influenced by their parents’ involvement in and attitudes toward English language. Such influence is what the current study tires to investigate and evaluate in the Moroccan context. To this end, a quantitative approach was adopted, and 31 questionnaires were distributed on students at Sidi Mohamed Ben Abdellah University. The results showed that parents were strongly involved in their children’s learning of English though with varying degree. Parents with educational background and considerable income accompanied their children through all twists and turns of their learning journey. The less fortunate ones, however, were less engaged when it comes to orienting their children’s specialty choice. It was also found out that most parents recognized the crucial role of English language. The findings revealed also that parents’ support in and positive attitudes toward English language have significantly facilitated and contributed to the academic achievement of the students.

Keywords: Parents involvement; Moroccan education; Sidi Mohamed Ben Abdellah University; Attitudes; English language; learning (search for similar items in EconPapers)
Date: 2018
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