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This study aims to investigate the code-switching behavior of Moroccan high school students, focusing on the integration of English into their daily conversations. Code-switching, a common phenomenon in multilingual societies, reflects the impact of globalization, digital media, and educational policies promoting English proficiency. Using a quantitative methodology, including a questionnaire, data were collected from 100 high school students in two public high schools in the city of Marrakech. The analysis reveals that 84% of the participants frequently switch between Moroccan Arabic (Darija) and English, highlighting the significant role of English in their linguistic repertoire. The frequency of code-switching varies, with some students switching rarely and others always, indicating different levels of comfort and proficiency in English shaped by individual and sociocultural factors. Social context plays a crucial role, with most students code-switching with friends, emphasizing peer influence, while fewer do so with family, suggesting the preservation of traditional language norms within households. This study provides valuable insight into the complex linguistic landscape of Moroccan high schools, highlighting the interplay between English and native languages, and offering implications for educational policy and sociolinguistic research. By understanding these dynamics, stakeholders can better support the linguistic and cultural needs of students in a multilingual society.
SLIMANI et al. (Thu,) studied this question.