Neo-nationalism and politicizing TESOL: Nationalist rhetoric and decolonial impulses in English teaching in Morocco

Hamza R'BOUL, Hassan BELHIAH

Research output: Contribution to journalArticlespeer-review

3 Citations (Scopus)

Abstract

Recent geopolitical events have led to a worldwide resurgence in nationalism which entails political togetherness and invokes the spirit of patriotism. In various contexts, language has been a central point of departure for many nationalist movements. In particular, English is increasingly discussed with regards to its sociopolitical and sociocultural implications for the expanding-circle spaces. This research is a critical qualitative study that examines how neo-nationalist policies are potentially transforming TESOL classes in Morocco. By focusing on TESOL teachers' reactions, we seek to reveal the range of impacts that recent nationalist policies have had on English teaching in Morocco and discuss pedagogical possibilities that can balance internationalist and nationalist desires in the country. In addition, we attempt to investigate how understandings of the nation are actualized in classrooms and how English language teaching practices and policies account for the ideas about the Moroccan nation. The study highlights how English language teachers make sense of debates surrounding English as a threat to national languages and how they can be agentive in realizing change through critical pedagogical interventions with nationalism and the concept of nation. Copyright © 2023 TESOL International Association.
Original languageEnglish
Pages (from-to)804-829
JournalTESOL Quarterly
Volume57
Issue number3
Early online dateMay 2023
DOIs
Publication statusPublished - Sept 2023

Citation

R'boul, H., & Belhiah, H. (2023). Neo-nationalism and politicizing TESOL: Nationalist rhetoric and decolonial impulses in English teaching in Morocco. TESOL Quarterly, 57(3), 804-829. https://doi.org/10.1002/tesq.3230

Keywords

  • Nationalism
  • TESOL
  • English language
  • The Global South
  • Decolonization
  • Morocco
  • Teachers' perceptions

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