Science through English in Morocco: Student Attitudes toward Code-Switching as a Multilingual Classroom Practice

Abstract

As English-medium instruction (EMI) expands within Moroccan secondary schools, questions arise concerning the role of code-switching in supporting students’ content learning. However, students’ attitudes toward this practice in Moroccan secondary EMI classrooms have not been investigated directly. This study examined the attitudes of 56 common core students enrolled in EMI science classrooms in two public high schools in Casablanca and Rabat and identified factors associated with those attitudes. Data were collected through a questionnaire and analyzed using descriptive statistics and chi-square tests of independence. The findings reveal divided and largely conditional attitudes: 44.6% of students (n = 25) preferred teachers to switch languages when content became difficult, 32.1% (n = 18) did not, and 23.2% (n = 13) were unsure. This preference was most strongly associated with students’ belief that switching makes learning easier and with their perception that it had helped them understand, while preference for English-only instruction was associated with lower support for switching. Among students who preferred switching, Moroccan Arabic was favored over French, despite the latter’s longstanding role in Moroccan science education. Overall, the findings suggest that students’ attitudes toward code-switching are largely pragmatic and context-dependent, particularly in relation to its perceived usefulness for comprehension. The study highlights the relevance of strategic code-switching for teacher training and language-policy discussions surrounding EMI in Morocco.