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After decades of marginalization and minoritization, which had seen Amazigh acquire the status of an endangered language, Amazigh was first integrated into the Moroccan educational system in 2003. Nonetheless, controversy has not faded away regarding this implementation. This study investigated Amazigh and non-Amazigh parents’ attitudes towards the teaching of Amazigh in public schools. To reach the study’s objectives, questionnaires as well as semi-structured interviews were used. The results showed that the overwhelming majority of Amazigh and non-Amazigh parents exhibited positive attitudes towards Amazigh language and culture, while they did not hold similar attitudes towards its teaching. The study calls for the need to take serious measures at the level of acquisition planning and prestige planning so that Amazigh is accorded a highly-regarded position in the linguistic landscape and cultural mosaic of North Africa.
Belhiah et al. (Fri,) studied this question.