This study explores the attitudes of Moroccan high school science students and teachers toward English as a Medium of Instruction (EMI). It addresses the challenges linked to French as a medium of instruction. Based on survey responses from 110 students and interviews with nine teachers, the research highlights a growing preference for English, fueled by exposure to digital media, global ambitions, and perceived academic benefits. While students find it difficult to understand scientific concepts in French, they consider English more accessible and relevant for learning and future opportunities. Teachers, although supportive of EMI, report facing linguistic and pedagogical obstacles and emphasize the need for structured training and curriculum reforms. Additionally, the study emphasizes the limitations of using Arabic and Tamazight for scientific instruction due to terminology gaps and epistemological issues. The findings reinforce the urgent need to review language policies in Moroccan education, especially the role of English in science learning. This study contributes to the debate on EMI by providing empirical insights into how language preferences, instructional challenges, and policy implications intersect in a dynamic, multilingual, and educational context.
Fatima Ezzahra Oubni (Tue,) studied this question.