The present study examines the attitudes of Moroccan undergraduate students and parents towards the inclusion of the Amazigh endangered language in primary education. The aim is to investigate the congruence between the vision of Moroccan language planning and the language attitudes held by Moroccans. Additionally, the study explores the relationship between students’ attitudes and their age, school level and the number of Amazigh classes studied. The study employs an explanatory sequential mixed-methods approach, collecting insights through quantitative (questionnaires and commitment measures) and qualitative (semi-structured interviews) means. Findings report one hundred and fifty-two students holding a positive attitude towards the policy, statistically significant relationship between attitudes and students’ different age groups and school levels, no correlation between the number of Amazigh classes studied and students’ attitudes, and parents reporting strong pragmatic and politically correct attitudes toward aspects of the Amazigh-in-Education Policy (AiEP). This article was published open access under a CC BY-NC-ND licence: https://creativecommons.org/licenses/by-nc-nd/4.0/ .
Essabiri et al. (Wed,) studied this question.
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