Amazigh language revitalization in moroccan education: exploring student and parent attitudes

Abstract

The Amazigh language has undergone a notable shift in statuses, attributes, functions, and official attitudes over time (Ennaji, 2023). However, the extent to which non-official attitudes have evolved remains questionable and poses a challenge to the language’s revitalization prospects (Loutfi, 2020). The study argues that non-official attitudes remain a significant obstacle to the success of Amazigh revitalization, as public acceptance of official language planning does not necessarily translate into genuine societal engagement. The Amazigh language in Morocco is spoken by approximately 17 million people (Ennaji, 2023). Historically, despite extensive contact with other ethnolinguistic groups, Amazigh has shown resilience through intergenerational transmission (Idhssaine, 2021). However, over the past century, the language has faced significant challenges. Following Morocco's independence, institutional marginalization and policies like Arabization have contributed to a decline in its vitality, fostering negative attitudes among native speakers (Idhssaine, 2021). In response to these endangerment threats, recent efforts aim to revitalize Amazigh. Notably, Ichou & Fathi (2023) emphasize the crucial role of societal attitudes toward Moroccan Language Policy and Planning (LPP) in supporting this revitalization, highlighting the need for inclusive policies that promote linguistic diversity and cultural heritage. Understanding societal attitudes is crucial for effective language revitalization. Research has shown that attitudes toward Amazigh vary significantly. For instance, Idhssaine (2020) found that while Moroccans generally hold favorable views of the Amazigh language, their attitudes toward its incorporation into the educational system tend to vary based on ethnicity. Similarly, Boussagui & El Kirat (2025) reported that higher education students have negative attitudes toward the mandatory introduction of Amazigh into the educational system. These findings suggest that previous studies may reflect the perspectives of older generations, who were influenced by different societal and policy contexts. In contrast, the current study aims to explore how evolving policies and generational shifts impact attitudes toward Amazigh, potentially offering new insights into its revitalization.