Politicized pedagogy in Morocco: A comparative case of teachers of English and Arabic

This article examines how Moroccan language teachers perceive good teaching practice. References to learner-centeredness factor prominently in these perceptions, paralleling the policy discourse of the Moroccan government. Language teachers report a varied field of good practice, wherein teachers of English uniquely benefit from patterns of professional development funding, pedagogical research, and symbolic capital. This analysis suggests that discussions of language pedagogy in Morocco cannot be clearly separated from the politics of language. Engaging with literature on the contingent nature of pedagogical knowledge, this article emphasizes the importance of considering pedagogical politics through local frames in addition to global ones.1