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AUTHOR Garcia, Bernabe Lopez; Molina, Laura MijaresTITLE Moroccan Children and Arabic in Spanish Schools.PUB DATE 2001-00-00NOTE 16p.; In: The Other Languages of Europe: Demographic,
Sociolinguistic and Educational Perspectives; see ED 453678
PUB TYPE Information Analyses (070)EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS *Arabic; Bilingual Education; Cultural Awareness;
*Culturally Relevant Education; Diversity (Student);Elementary Education; Foreign Countries; Immigrants;*Language of Instruction; Minority Group Children; OfficialLanguages; Uncommonly Taught Languages
IDENTIFIERS *Moroccans; *Spain
ABSTRACTThis paper discusses classical Arabic as a minority language
for Moroccan children in Spanish schools. It highlights programs of"education des langues et cultures d'origine" (ELCO), which specificallytarget these students. ELCO is the only public program in Spain recognizingArabic as an immigrant minority language. Intercultural educationalperspectives for Moroccans have been realized through the ELCO Moroccanprogram, an elementary-level effort run by the Spanish and Moroccangovernments. It works to teach the Arabic language and Moroccan culture andimprove immigrant students' school integration (enhancing self-esteem andreducing ethnic prejudice and ethnocentric behavior) . ELCO for Moroccanimmigrants is limited in Spain, and there are some drawbacks. For example,ELCO teaches classical Arabic, which is not the mother tongue for someMoroccan students. Though the official language of Morocco is classicalArabic, other languages are very important (different Moroccan Arabic andBerber dialects, French, and Spanish) . Also, Moroccan culture is beingdefined by the governing organizations and may not be accurate for allstudents. Therefore, ELCO may not be addressing all Moroccan immigrantstudents' cultural and linguistic needs, and it may perpetuate the low statusof Moroccan Arabic and Berber languages within Spanish schools. (Contains 18references.) (SM)
Reproductions supplied by EDRS are the best that can be madefrom the original document.
PE
RM
ISS
ION
TO
RE
PR
OD
UC
E A
ND
DIS
SE
MIN
AT
E T
HIS
MA
TE
RIA
L H
AS
BE
EN
GR
AN
TE
D B
Y
kour
aiT
hila
ciL
iT
O T
HE
ED
UC
AT
ION
AL
RE
SO
UR
CE
SIN
FO
RM
AT
ION
CE
NT
ER
(E
RIC
)
U.S
. DE
PA
RT
ME
NT
OF
ED
UC
AT
ION
Offi
ce o
f Edu
catio
nal R
esea
rch
and
Impr
ovem
ent
ED
CA
TIO
NA
L R
ES
OU
RC
ES
INF
OR
MA
TIO
NC
EN
TE
R (
ER
IC)
Thi
s do
cum
ent h
as b
een
repr
oduc
ed a
sre
ceiv
ed fr
om th
e pe
rson
or
orga
niza
tion
orig
inat
ing
it.0
Min
or c
hang
es h
ave
been
mad
e to
impr
ove
repr
oduc
tion
qual
ity.
Poi
nts
of v
iew
or
opin
ions
sta
ted
in th
isdo
cum
ent d
o no
t nec
essa
rily
repr
esen
tof
ficia
l OE
RI p
ositi
on o
r po
licy.
Mor
occa
n ch
ildre
n an
d A
rabi
cin
Spa
nish
sch
ools
BE
RN
AB
E L
OPE
Z G
AR
C(A
LA
UR
A M
AR
ES
MO
UN
A
Alth
ough
Spa
in c
ontin
ues
to b
e a
coun
try
with
a h
igh
perc
enta
ge o
fem
igra
nts,
it h
as o
ver
the
last
fif
teen
yea
rs a
lso
beco
me
a co
untr
y th
atat
trac
ts im
mig
rant
s. A
ccor
ding
to th
e la
st a
vaila
ble
data
, on
31 D
ecem
ber
1998
ther
e w
ere
719,
647
new
com
ers
with
a w
ork
perm
it liv
ing
in S
pain
whe
reas
the
num
ber
of S
pani
sh p
eopl
e liv
ing
abro
ad w
as 2
134,
773
in19
95 (
OPI
, 199
8/19
99).
Thi
s ch
ange
has
cau
sed
an in
crea
se in
the
num
bers
of n
ewco
mer
s in
Spa
in a
nd, l
ikew
ise,
thei
r ch
ildre
n's
pres
ence
in th
eSp
anis
h sc
hool
sys
tem
. Thi
s si
tuat
ion
has
led
to th
e de
velo
pmen
t of
prog
ram
mes
to im
prov
e th
e co
nditi
ons
for
thes
e ne
w c
itize
ns in
Spa
in, a
sha
s be
en d
one
in o
ther
cou
ntri
es o
f E
urop
e. S
ome
of th
ese
prog
ram
mes
are
aim
ed a
t the
chi
ldre
n of
imm
igra
nt w
orke
rs. T
hese
pro
gram
mes
are
espe
cial
ly s
igni
fica
nt a
s th
ey a
re d
edic
ated
to a
pop
ulat
ion
who
sefu
ndam
enta
l rig
hts
have
bee
n gu
aran
teed
by
all E
urop
ean
gove
rnm
ents
.A
lthou
gh th
e go
als
of th
ese
prog
ram
mes
var
y, th
e ed
ucat
ion
of th
ese
cond
gen
erat
ion
of im
mig
rant
wor
kers
is o
ne o
f th
e ar
eas
mos
t oft
enco
nsid
ered
whe
n de
velo
ping
pro
gram
mes
dir
ecte
d to
new
com
ers.
The
edu
catio
nal p
rogr
amm
es d
irec
ted
tow
ards
imm
igra
nt m
inor
itych
ildre
n ar
e co
mm
only
bas
ed o
n in
terc
ultu
ral t
heor
ies
abou
t edu
catio
n.T
hese
pro
gram
mes
are
inte
nded
to m
aint
ain
and
deve
lop
a m
ultic
ultu
ral
soci
ety.
For
this
rea
son,
one
of
the
mai
n as
pect
s of
thes
e pr
ogra
mm
es is
togu
aran
tee
that
sch
ools
will
not
onl
y te
ach
the
natio
nal l
angu
age
of th
eco
untr
y of
imm
igra
tion,
but
als
o th
e la
ngua
ges
and
cultu
res
of th
eco
untr
ies
of o
rigi
n of
imm
igra
nt c
hild
ren.
In
Spai
n, E
urop
ean
guid
elin
esha
ve le
d to
pro
gram
mes
of
educ
atio
n de
s lo
ngue
s et
cul
ture
s d'
orig
ine
(EL
CO
), c
urre
ntly
dir
ecte
d on
ly to
war
ds c
hild
ren
of M
oroc
can
and
Port
ugue
se o
rigi
n. A
lthou
gh th
e Po
rtug
uese
EL
CO
pro
gram
me
is n
ot th
efo
cus
of th
is s
tudy
, we
wou
ld li
ke to
pre
sent
som
e in
form
atio
n ab
out i
t.In
the
1996
/97
scho
ol y
ear,
Por
tugu
ese
EL
CO
was
dev
elop
ed in
Ast
uria
s,B
urgo
s, C
anta
bria
, Leo
n, M
adri
d, Z
arag
oza,
Gal
icia
, Nav
arra
and
Pai
sV
asco
in 7
8 sc
hool
s w
ith 6
5 Po
rtug
uese
teac
hers
. The
teac
hing
of
BE
ST
CO
PY
AV
AIL
AB
LE
280
The
oth
er la
ngua
ges
of E
urop
e
Port
ugue
se r
each
ed 6
087
child
ren,
dis
trib
uted
acr
oss
thos
e w
ith S
pani
shna
tiona
lity
4161
, Por
tugu
ese
natio
nalit
y 16
74, a
nd o
ther
s25
2 (I
nfor
me
sobr
e el
est
ado
y la
situ
ació
n de
lsis
tem
a ed
ucat
ivo
1996
-199
7, 1
998)
.T
he f
ocus
of
this
cha
pter
is o
n A
rabi
c as
an
imm
igra
nt m
inor
ityla
ngua
ge f
or M
oroc
can
child
ren
in S
pani
sh e
duca
tion.
The
rea
son
for
stud
ying
this
pro
gram
me
is th
at it
is c
urre
ntly
the
only
pub
lic p
rogr
amm
eth
at a
ckno
wle
dges
, with
in th
e co
ntex
t of
the
scho
ol, t
he la
ngua
ge o
f th
ela
rges
t im
mig
rant
gro
up. B
eari
ng in
min
d th
at it
is n
ot p
ossi
ble
to s
tudy
Ara
bic
in s
econ
dary
sch
ools
and
onl
y in
som
e pr
imar
y sc
hool
s th
roug
hth
is E
LC
O p
rogr
amm
e, w
e ca
n ea
sily
und
erst
and
the
unst
able
teac
hing
stat
us. T
his
stud
y ca
n he
lp u
s to
bet
ter
unde
rsta
nd th
e so
ciol
ingu
istic
cont
ext o
f M
oroc
can
child
ren
who
atte
nd s
choo
ls in
Spa
in. B
iling
ual
prog
ram
mes
hav
e be
en d
evel
oped
bef
ore
in S
pain
. The
impl
emen
tatio
nof
bili
ngua
lism
in th
e au
tono
mou
s re
gion
s ha
s be
en r
ealis
ed th
roug
hre
gion
al m
inor
ity la
ngua
ge p
rogr
amm
es. T
here
fore
, the
deb
ate
abou
tbi
lingu
alis
m in
sch
ools
is n
ot n
ew. A
lthou
gh im
mig
ratio
n ha
s ch
ange
dth
e ge
nera
l sce
ne w
ith r
egar
d to
the
issu
e of
bili
ngua
lism
, we
shou
ld n
otfo
rget
abo
ut th
e lin
kage
bet
wee
n th
e st
atus
of
regi
onal
and
imm
igra
ntm
inor
ity la
ngua
ges.
Inte
rcul
tura
l edu
catio
n in
the
Spa
nish
sch
ool s
yste
m
Div
ersi
ty h
as b
ecom
e a
mat
ter
of p
edag
ogic
al r
efle
ctio
n in
sch
ools
, and
has
led
to a
new
inte
rcul
tura
l app
roac
h to
edu
catio
n. T
his
new
app
roac
hen
tails
a f
urth
er s
tep
away
fro
m p
revi
ous
mon
olin
gual
and
mon
ocul
tura
led
ucat
iona
l pol
icie
s. I
nter
cultu
ral e
duca
tion
is th
e ne
w f
ram
ewor
k in
whi
ch d
iver
sity
is v
iew
ed in
the
scho
ols.
Thi
s ne
w w
ay o
f un
ders
tand
ing
educ
atio
n is
bas
ed o
n re
cogn
isin
g, a
ccep
ting
and
valu
ing
diff
eren
tcu
ltura
l rea
litie
s in
the
scho
ol b
y in
clud
ing
in th
e cu
rric
ulum
pre
viou
sle
arni
ng e
xper
ienc
es o
f m
inor
ity c
hild
ren.
Thi
s su
ppos
es th
at e
qual
oppo
rtun
ities
are
enh
ance
d an
d th
at a
dvan
tage
is ta
ken
of th
e ri
chne
ssth
at d
iver
sity
impl
ies.
For
mor
e in
form
atio
n ab
out i
nter
cultu
ral e
duca
tion
in S
pain
we
refe
r to
Car
bone
ll i P
aris
(19
95),
Jor
dan
(199
4), J
ulia
no (
1993
)an
d Sa
ntos
Reg
o (1
994)
.A
lthou
gh in
terc
ultu
ral e
duca
tion
dese
rves
a w
ider
and
ric
her
pers
pect
ive,
this
con
cept
see
ms
to h
ave
been
pus
hed
by th
e co
ntin
uous
deve
lopm
ent o
f th
e m
igra
tion
phen
omen
on. I
t is
the
resu
lt of
an
initi
ativ
eof
the
Eur
opea
n So
cial
Fou
ndat
ion,
inte
nded
to a
void
the
prob
lem
s of
inte
grat
ion
that
can
be
expe
rien
ced
by c
hild
ren
of im
mig
rant
ori
gin.
The
se
Mor
occa
n ch
ildre
n an
d A
rabi
c in
Spa
nish
sch
ools
281
prob
lem
s ar
e re
late
d to
loss
of
the
mot
her
tong
ue a
nd th
e su
bseq
uent
cultu
ral i
dent
ity w
eakn
ess
(Com
isió
n E
urop
ea, 1
995)
. Int
egra
tion
isco
nsid
ered
cru
cial
to a
void
pro
blem
s re
late
d to
labo
ur e
xclu
sion
and
tore
duce
ris
ks o
f m
argi
naliz
atio
n, s
choo
l abs
ence
and
fai
lure
rat
es o
f th
ese
child
ren
who
are
sup
pose
dly
mor
e ex
pose
d to
suc
h da
nger
ous
outc
omes
.Fr
om a
n in
terc
ultu
ral p
ersp
ectiv
e, it
is o
bvio
us th
at k
now
ledg
e of
the
mot
her
tong
ue is
an
impo
rtan
t asp
ect i
n th
e in
tegr
atio
nor
lack
of
inte
grat
ion
of f
orei
gn m
inor
s in
the
host
cou
ntri
es. I
nitia
lly, t
his
teac
hing
was
inte
nded
to p
rovi
de th
ese
child
ren
with
an
adeq
uate
edu
catio
n th
atw
ould
hel
p th
em if
they
ret
urne
d to
thei
r co
untr
y of
ori
gin.
How
ever
,gi
ven
the
fact
that
the
idea
of
retu
rnin
g is
incr
easi
ngly
out
of
line
with
the
expe
ctat
ions
of
the
imm
igra
nt p
opul
atio
n, ju
stif
icat
ion
for
this
teac
hing
has
shif
ted
to th
e kn
owle
dge
and
valo
risa
tion
it pr
ovid
es o
f di
ffer
ent
cultu
ral r
ealit
ies
in th
e sc
hool
, thu
s he
lpin
g th
e pu
pils
' int
egra
tion.
In S
pain
, dif
fere
nt e
duca
tiona
l law
s, in
par
ticul
ar th
e L
eyO
rglin
ica
del
Der
echo
a la
Edu
caci
6n(L
OD
E)
and
the
Ley
de O
rden
ació
n G
ener
al d
el S
iste
ma
Edu
cativ
o(L
OG
SE),
adv
ocat
e th
e in
tegr
atio
n of
pup
ils f
rom
oth
er c
ultu
res.
The
se la
ws
stat
e th
at p
upils
sho
uld
resp
ect i
ndiv
idua
l fre
edom
, dev
elop
tole
ranc
e an
d so
lidar
ity, a
cqui
re h
abits
of
dem
ocra
tic c
oexi
sten
ce a
ndre
spec
t, fi
ght a
gain
st in
equa
lity
and
disc
rim
inat
ion
for
reas
ons
of r
ace,
sex,
rel
igio
n or
opi
nion
, and
bec
ome
trai
ned
to a
chie
ve p
eace
, coo
pera
tion
and
resp
ect f
or d
iver
sity
. Bas
ed o
n th
ese
exis
ting
prem
ises
and
with
the
supp
ort o
f E
urop
ean
initi
ativ
es r
elat
ed to
min
ority
edu
catio
n m
entio
ned
befo
re, t
he e
duca
tiona
l ser
vice
s of
the
Span
ish
stat
e ha
ve p
rom
oted
the
deve
lopm
ent o
f E
LC
O p
rogr
amm
es. T
his
deve
lopm
ent h
as a
lso
been
mad
e po
ssib
le b
y th
e fl
exib
le f
ram
ewor
k in
trod
uced
in th
e la
st e
duca
-tio
nal r
efor
m. T
his
refo
rm a
llow
s th
e ex
iste
nce
of a
n op
en c
urri
culu
mad
apte
d to
the
char
acte
rist
ics
of in
divi
dual
sch
ools
. In
the
case
of
child
ren
of M
oroc
can
orig
in, t
he la
rges
t im
mig
rant
min
ority
grou
p in
the
Span
ish
scho
ol s
yste
m, i
nter
cultu
ral p
ersp
ectiv
es o
f ed
ucat
ion
have
bee
n re
aliz
edth
roug
h th
e E
LC
O M
oroc
can
prog
ram
me.
ELC
O fo
r ch
ildre
n of
Mor
occa
n or
igin
The
sta
tus
of th
e pr
ogra
mm
eA
s a
resu
lt of
the
bila
tera
l Spa
nish
-Mor
occa
n C
ultu
ral C
oope
ratio
nPr
ogra
mm
e, a
hom
e la
ngua
ge a
nd c
ultu
re te
achi
ngpr
ogra
mm
e w
as s
etup
for
Mor
occa
n ch
ildre
n in
Jul
y 19
94. T
he m
ain
obje
ctiv
es o
f th
epr
ogra
mm
e w
ere
to te
ach
the
Ara
bic
lang
uage
and
Mor
occa
n cu
lture
as
282
The
oth
er la
ngua
ges
of E
urop
e
wel
l as
to im
prov
e sc
hool
inte
grat
ion
of th
e pu
pils
con
cern
ed. T
his
appr
oach
was
als
o m
eant
to im
prov
e se
lf-e
stee
m a
nd to
red
uce
ethn
icpr
ejud
ice
and
ethn
ocen
tric
beh
avio
ur. I
n or
der
to a
chie
ve th
ese
goal
s, a
coor
dina
ted
effo
rt w
as m
ade,
div
idin
g th
e re
spon
sibi
litie
s of
the
pro-
gram
me
betw
een
the
Span
ish
and
Mor
occa
n go
vern
men
ts.
Mor
occo
is in
char
ge o
f co
ordi
natin
g th
e M
oroc
can
teac
hers
and
thei
r w
ages
, as
wel
l as
outli
ning
the
peda
gogi
cal m
ater
ials
for
the
prog
ram
me.
Spa
in is
in c
harg
eof
the
actu
al im
plem
enta
tion
of a
nd s
uppo
rt f
or th
e pr
ogra
mm
e in
pub
licsc
hool
s w
ith a
hig
h nu
mbe
r of
Mor
occa
n ch
ildre
n.T
he p
rogr
amm
e ca
n be
impl
emen
ted
in tw
o di
ffer
ent w
ays:
out
side
(mod
e A
) an
d in
side
(m
ode
B)
the
regu
lar
timet
able
. In
mod
e A
, Ara
bic
lang
uage
and
Mor
occa
n cu
lture
teac
hing
are
pro
vide
d du
ring
one
hou
r or
an h
our
and
a ha
lf, t
wic
e a
wee
k, o
utsi
deth
e no
rmal
sch
ool t
imet
able
. In
mod
e B
, Ara
bic
lang
uage
and
Mor
occa
n cu
lture
teac
hing
are
inte
grat
ed in
the
scho
ol d
ay; M
oroc
can
child
ren
usua
lly r
ecei
ve A
rabi
c in
stru
ctio
ndu
ring
the
hour
s in
whi
ch r
elig
ion
is ta
ught
. In
neith
er o
f th
e tw
o m
odes
,th
e su
bjec
ts o
f A
rabi
c la
ngua
ge a
nd M
oroc
can
cultu
re a
re o
ffic
ially
asse
ssed
. Thi
s la
ck o
f as
sess
men
t mak
es th
e ac
adem
ic s
tatu
s of
the
prog
ram
me
diff
eren
t fro
m th
at o
f ot
her
subj
ects
form
ing
part
of
the
scho
ol c
urri
culu
m. T
his
situ
atio
n ha
s co
ntri
bute
d to
a p
erce
ptio
n of
EL
CO
as a
sec
onda
ry s
ubje
ct w
hich
is n
ot g
iven
the
impo
rtan
ce th
at it
trul
ym
erits
. Mor
eove
r, th
e fa
ct th
at th
e pr
ogra
mm
e is
adm
inis
tere
dby
the
Mor
occa
n go
vern
men
t and
esp
ecia
lly d
irec
ted
tow
ards
chi
ldre
n of
Mor
occa
n or
igin
is a
rea
son
to p
erce
ive
this
sub
ject
as
diff
eren
t fro
m th
eot
hers
. Fin
ally
, the
fac
t tha
t Ara
bic
is o
ffer
ed o
nly
in p
rim
ary
scho
ol a
ndth
at th
e st
ate
does
not
off
er th
e po
ssib
ility
to c
ontin
ue th
is s
ubje
ct in
seco
ndar
y sc
hool
, can
be
take
n as
a s
ign
of th
e tr
ansi
tiona
l nat
ure
ofth
e
prog
ram
me.
Deg
ree
of p
artic
ipat
ion
Mor
occa
ns a
re th
e la
rges
t im
mig
rant
com
mun
ity li
ving
in S
pain
. Sin
ceth
ere
gula
tion
proc
ess
for
imm
igra
nts
firs
t rev
eale
d th
e pr
esen
ce o
f a
larg
enu
mbe
r of
Mor
occa
n im
mig
rant
s in
Spa
in in
199
1 (L
opez
, Ram
irez
&Pl
anet
, 199
6), t
his
popu
latio
n ha
s co
ntin
ued
to g
row
. On
31 D
ecem
ber
1998
the
num
ber
of M
oroc
cans
livi
ng le
gally
in S
pain
was
140
,896
(O
PI,
1998
). T
he e
xtra
ordi
nary
reg
ulat
ion
proc
ess
for
imm
igra
nts,
that
ende
d in
July
200
0, s
how
s ag
ain
an in
crea
se in
the
num
ber
of M
oroc
can
peop
le.
Figu
re 1
sho
ws
the
grow
th o
f th
e M
oroc
can
popu
latio
n in
Spa
in.
Mor
occa
n ch
ildre
n an
d A
rabi
c in
Spa
nish
sch
ools
283
160,
000
140,
000
120.
000
100,
000
80,0
00
60.0
00
40,0
00
20,0
00 0 1990
1991
1996
1997
1998
Figu
re 1
Incr
ease
in M
oroc
can
imm
igra
tion
sinc
e 19
91 (
base
d on
the
data
of
the
Obs
erva
torio
Pen
nane
nte
de la
Inm
igra
ción
and
theA
tlas
de la
Inm
igra
ci6n
Mag
rebt
en
Esp
ana)
1800
0
1600
0
1400
0
1200
0
1000
0
8000
6000
4000
2000 0
1991
/92
1995
196
1996
/97
1997
/98
Figu
re 2
Incr
ease
in M
oroc
can
child
ren
in S
pani
sh s
choo
ls (
excl
udin
g un
iver
sity
leve
l edu
catio
n; b
ased
on
data
of
Min
iste
rio d
e E
duca
ci6n
y C
u !tu
raes
pano
l)
284
The
oth
er la
ngua
ges
of E
urop
e
Due
to f
amily
reu
nion
and
bir
ths,
Mor
occa
n ch
ildre
n an
d yo
ungs
ters
repr
esen
t the
larg
est n
on-n
atio
nal g
roup
in th
e Sp
anis
hsc
hool
sys
tem
,an
d th
is g
roup
has
exp
erie
nced
a m
ajor
gro
wth
in th
e pa
st f
ew y
ears
. In
the
1991
/92
scho
ol y
ear
ther
e w
ere
5029
chi
ldre
n of
Mor
occa
n or
igin
inSp
anis
h el
emen
tary
sch
ools
(lo
e, 1
996)
, whe
reas
in th
e 19
97/9
8sc
hool
year
thei
r nu
mbe
r w
as 1
6,44
4.D
ue to
the
tran
sfer
of
pow
ers
to th
eau
tono
mou
s re
gion
s, th
e pr
oces
s of
col
lect
ing
data
is v
ery
diff
icul
t and
slow
. For
this
rea
son
the
data
for
the
1998
/99
and
1999
/200
0sc
hool
yea
rsar
e no
t yet
ava
ilabl
e. F
or a
deta
iled
stud
y of
the
deve
lopm
ent o
fM
oroc
can
imm
igra
nt m
inor
s in
Spa
in, w
e re
fer
to L
Ope
z(1
999)
.
With
thes
e da
ta in
min
d, a
com
pari
son
can
be m
ade
with
the
num
ber
of c
hild
ren
who
rec
eive
d E
LC
O in
the
1997
/98
scho
ol y
ear,
i.e. a
tota
l of
1035
chi
ldre
n in
all
Span
ish
prog
ram
mes
. We
notic
eim
med
iate
ly h
ow f
araw
ay E
LC
O is
fro
m r
each
ing
all
child
ren
that
cou
ld b
enef
it fr
om th
ised
ucat
ion.
Thi
s is
esp
ecia
lly r
emar
kabl
e w
hen
we
com
pare
thes
e fi
gure
sto
thos
e re
late
d to
the
Port
ugue
se-o
rien
ted
EL
CO
.Of
the
3869
Por
tugu
ese
child
ren
in S
pani
sh s
choo
ls in
the
1996
/97
scho
ol y
ear,
1674
chi
ldre
nre
ceiv
ed th
is e
duca
tion.
The
se d
ata
have
bee
n pr
ovid
ed b
yth
e O
fici
na d
e
Plan
ific
ació
n y
Est
adis
tica,
Min
iste
rio
de E
duca
ción
y C
ultu
ra.
Alth
ough
the
Port
ugue
se p
rogr
amm
e ha
s a
long
er tr
aditi
on, t
his
com
pari
son
can
be
usef
ul in
und
erst
andi
ng th
e lim
ited
stat
us o
f M
oroc
can
EL
CO
in S
pani
shsc
hool
s. D
urin
g th
e 19
97/9
8 sc
hool
yea
r, th
e A
rabi
c la
ngua
gean
d
Mor
occa
n cu
lture
teac
hing
pro
gram
me
was
impl
emen
ted
in M
adri
d,B
arce
lona
and
Las
Pal
mas
. Onl
y in
Mad
rid
som
e of
the
prog
ram
mes
wer
ein
tegr
ated
into
the
regu
lar
scho
ol ti
me
tabl
e. M
ore
info
rmat
ion
onth
eim
plem
enta
tion
of M
oroc
can
EL
CO
in S
pain
is g
iven
in F
ranz
é(1
999)
.
Tab
le 1
giv
es a
n ov
ervi
ew o
f th
e cu
rric
ular
sta
tus
ofth
e M
oroc
can
EL
CO
prog
ram
me
and
the
degr
ee o
f pa
rtic
ipat
ion.
The
re a
re a
lso
othe
r in
itiat
ives
that
non
-gov
ernm
enta
lor
gani
satio
nsan
d as
soci
atio
ns h
ave
deve
lope
d in
ord
er to
off
erA
rabi
c te
achi
ng to
child
ren
of M
oroc
can
orig
in. W
ith r
egar
d to
non-
gove
rnm
enta
l org
ani-
satio
ns th
at te
ach
Ara
bic,
dat
a ar
e no
t yet
ava
ilabl
e. A
sign
ific
ant p
ro-
gram
me
is th
at o
ffer
ed b
y th
eM
oroc
can
Imm
igra
nt W
orke
rs A
ssoc
iatio
nin
Spa
in (
AT
IME
). I
t has
bee
n de
velo
ped
thro
ugh
anag
reem
ent w
ith th
eSp
anis
h M
inis
try
of E
duca
tion
and
Cul
ture
. Thi
sas
soci
atio
n co
nduc
ts it
s
prog
ram
me
in p
ublic
sch
ools
out
side
the
scho
ol ti
met
able
a c
oupl
e of
times
per
wee
k. M
embe
rs o
f th
e as
soci
atio
n vo
lunt
arily
teac
h th
e ch
ild r
en.
Mos
t of
the
time
thes
e te
ache
rs a
re g
radu
ates
with
outs
peci
fic
trai
ning
for
Ara
bic
lang
uage
teac
hing
. Als
o, th
e co
urse
s ar
e gi
ven
with
out s
tand
ard-
ized
mat
eria
ls.
Mor
occa
n ch
ildre
n an
d A
rabi
c in
Spa
nish
sch
ools
285
Tab
le 1
Cur
ricu
lar
stat
us o
f th
e M
oroc
can
EL
CO
pro
gram
me
and
degr
ee o
fpa
rtic
ipat
ion
(bas
ed o
n da
ta o
f th
e C
entr
o de
Inv
estig
acid
n y
Doc
umen
taci
ón E
duca
tive,
CID
E)
Mad
rid
Bar
celo
naL
as P
alm
asT
otal
Out
side
the
scho
ol ti
met
able
199
383
9767
9
Inte
grat
ed in
to th
esc
hool
tim
etab
le35
635
6
Pup
ils55
538
397
1,03
5
Sch
ools
2818
551
Tea
cher
s10
62
18
With
reg
ard
to la
ngua
ge te
achi
ng in
sec
onda
ry s
choo
l, Sp
ain
cann
ot b
efa
vour
ably
com
pare
d to
oth
er E
urop
ean
coun
trie
s w
here
Ara
bic
lang
uage
teac
hing
is a
n op
tiona
l sub
ject
. Spa
in d
oes
not o
ffer
suc
h a
poss
ibili
ty. A
sye
t, th
e Sp
anis
h op
tion
of f
orei
gn la
ngua
ge le
arni
ng is
lim
ited
in a
lmos
tal
l pub
lic in
stitu
tions
to E
nglis
h or
Fre
nch.
Obj
ectiv
es o
f the
pro
gram
me
The
lear
ning
of
the
mot
her
tong
ue b
y im
mig
rant
chi
ldre
n is
con
side
red
esse
ntia
l in
faci
litat
ing
inte
grat
ion
into
the
host
soc
iety
. Eur
opea
ngu
idel
ines
bas
ed o
n re
cent
res
earc
h on
mot
her
tong
ue le
arni
ng s
how
that
such
lear
ning
is c
onsi
dere
d cr
ucia
l for
chi
ldre
n's
cogn
itive
dev
elop
men
tan
d al
so f
or th
eir
futu
re la
ngua
ge le
arni
ng (
Bak
er, 1
997;
Sku
tnab
b-K
anga
s, 1
998)
. The
EL
CO
pro
gram
me,
in a
dditi
on to
inco
rpor
atin
g th
elin
guis
tic c
onte
nts
to b
e ta
ught
, als
o in
clud
es th
e cu
ltura
l con
tent
s th
atch
ildre
n sh
ould
lear
n in
the
scho
ols.
Act
ually
, the
pro
gram
me
dis-
tingu
ishe
s be
twee
n lin
guis
tic, c
ultu
ral a
nd in
terc
ultu
ral o
bjec
tives
. The
firs
t obj
ectiv
e fo
r pu
pils
is to
ach
ieve
bas
ic li
ngui
stic
com
pete
nce
that
will
allo
w th
em to
impr
ove
both
ora
l and
wri
tten
skill
s. W
ith r
egar
d to
cultu
re, t
he o
bjec
tives
are
to lo
cate
and
exp
lain
the
mos
t im
port
ant
char
acte
rist
ics
of M
oroc
can
soci
ety
and
also
of
the
Ara
bic
and
Eur
opea
nw
orld
s. C
once
rnin
g th
e in
terc
ultu
ral p
ersp
ectiv
e, th
e ob
ject
ives
are
for
Mor
occa
n ch
ildre
n, b
y ta
king
into
acc
ount
thei
r cu
ltura
l ide
ntity
and
lang
uage
of
orig
in, t
o de
velo
p in
an
affe
ctiv
e an
d in
telle
ctua
l way
that
will
allo
w th
em to
ach
ieve
har
mon
ic in
tegr
atio
n in
to th
e ne
w s
ocie
ty(E
nsam
ble
péda
gogi
que,
op.
cit.
).
286
The
oth
er la
ngua
ges
of E
urop
e
The
impl
emen
tatio
n of
the
prog
ram
me
We
aim
to m
ake
an a
naly
sis
of th
e M
oroc
can
EL
CO
acc
ordi
ng to
the
two
bran
ches
that
con
stitu
te th
e pr
ogra
mm
e, i.
e. A
rabi
clan
guag
e te
achi
ng o
nth
e on
e ha
nd a
nd M
oroc
can
cultu
re te
achi
ng o
n th
eot
her.
Alth
ough
the
bran
ch c
once
rned
with
Ara
bic
lang
uage
teac
hing
is th
e m
ain
focu
s of
the
prog
ram
me,
the
bran
ch a
ssoc
iate
dw
ith th
e te
achi
ng o
f cu
lture
sho
uld
not
be f
orgo
tten.
An
anal
ysis
of
thes
e tw
o E
LC
Obr
anch
es c
an h
elp
us to
unde
rsta
nd th
e st
atus
of
Ara
bic
as a
n im
mig
rant
min
ority
lang
uage
, and
also
to u
nder
stan
d th
e po
sitio
n of
Mor
occa
n ch
ildre
nw
ithin
the
fram
e-w
ork
of th
e Sp
anis
h sc
hool
sys
tem
.N
ot o
nly
is E
LC
O th
e on
ly e
xist
ing
publ
ic p
rogr
amm
ein
Spa
inre
cogn
isin
g A
rabi
c as
an
imm
igra
nt m
inor
ity la
ngua
ge,i
t als
o tr
ies
toes
tabl
ish
a re
latio
nshi
p be
twee
n th
e kn
owle
dge
of th
isla
ngua
ge a
nd th
eso
cio-
educ
atio
nal r
esul
ts o
f th
e ch
ildre
n w
ho ta
ke p
art i
n th
e pr
ogra
mm
e.It
is u
nder
stoo
d th
at c
hild
ren
of M
oroc
can
orig
inha
ve s
peci
fic
need
s th
atde
cisi
vely
infl
uenc
e th
e ou
tcom
e of
thei
r sc
hool
car
eers
.In
ord
er to
anal
yse
the
two
bran
ches
, we
have
car
ried
out
fiel
dwor
k on
the
Ara
bic
lang
uage
and
Mor
occa
n cu
lture
teac
hing
pro
gram
me
in s
choo
ls lo
cate
d
in th
e ce
ntre
of
Mad
rid.
From
mot
her
tong
ue to
cla
ssic
al A
rabi
cT
he f
irst
impo
rtan
t iss
ue to
be
anal
ysed
is w
hatl
angu
age
is b
eing
taug
htin
the
scho
ols
as th
e 'm
othe
r to
ngue
' of
child
ren
of M
oroc
can
orig
in. T
hela
ngua
ge th
at a
ctua
lly is
bei
ng ta
ught
is c
lass
ical
Ara
bic.
In
orde
r to
unde
rsta
nd w
hat t
his
mea
ns, i
t is
nece
ssar
y to
out
line
the
lingu
istic
situ
atio
n in
Mor
occo
. By
doin
g so
, we
will
be
able
to b
ette
r un
ders
tand
how
the
EL
CO
pro
gram
me
in S
pain
is b
eing
art
icul
ated
.A
lthou
gh th
e of
fici
al la
ngua
ge in
Mor
occo
is c
lass
ical
Ara
bic,
ther
e ar
e
othe
r la
ngua
ges
whi
ch s
houl
d m
ore
real
istic
ally
be
cons
ider
ed a
s th
em
othe
r to
ngue
s of
Mor
occa
ns. T
hese
lang
uage
s ar
edi
ffer
ent M
oroc
can
Ara
bic
and
Ber
ber
dial
ects
. Fre
nch
and
Span
ish
also
have
als
o a
very
impo
rtan
t pre
senc
e in
Mor
occo
bec
ause
they
wer
eth
e m
ain
lang
uage
ssp
oken
dur
ing
the
Prot
ecto
rate
. Cla
ssic
al A
rabi
c is
the
firs
t lan
guag
e in
the
hier
arch
y of
lang
uage
s in
Mor
occo
bec
ause
it h
as a
lega
l sta
tus
that
the
othe
r la
ngua
ges
lack
. How
ever
, it i
s a
high
ly f
orm
alla
ngua
ge w
hich
is u
sed
only
in o
ffic
ial c
onte
xts.
As
Bou
kous
(19
95)
says
,thi
s sp
lit h
aspr
ovok
ed 'n
on-m
othe
r to
ngue
s, in
par
ticul
ar c
lass
ical
Ara
bic
and
Fren
ch,
to b
e fi
rst i
n th
e hi
erar
chy
of la
ngua
ge u
se, w
hile
reje
ctin
g th
e m
othe
rto
ngue
s, th
e A
maz
ighe
and
the
Ara
bic
dial
ect'.
Acc
ordi
ng to
the
sam
e
Mor
occa
n ch
ildre
n an
d A
rabi
c In
Spa
nish
sch
ools
287
auth
or, t
his
hier
arch
ical
cla
ssif
icat
ion
of la
ngua
ge v
arie
ties
in M
oroc
codi
stin
guis
hes
betw
een
'str
ong
lang
uage
s', i
.e. c
lass
ical
Ara
bic
and
Fren
ch,
and
'wea
k la
ngua
ges'
, i.e
. Mor
occa
n A
rabi
c an
d B
erbe
r di
alec
ts. T
his
dist
inct
ion
is k
now
n as
dig
loss
ia. P
ract
ical
ly th
e on
ly c
onta
ct M
oroc
can
child
ren
have
with
cla
ssic
al A
rabi
c oc
curs
in th
e sc
hool
s w
here
they
lear
nit
as a
for
eign
lang
uage
. The
dis
tanc
e be
twee
n th
e ca
pabi
lity
in c
lass
ical
Ara
bic
vers
us th
e m
othe
r to
ngue
s of
the
child
ren
is p
ropo
rtio
nal t
o th
enu
mbe
r of
yea
rs th
at th
ese
child
ren
have
bee
n re
ceiv
ing
form
al e
duca
tion
in th
eir
coun
try
of o
rigi
n.U
ntil
the
inde
pend
ence
of
Mor
occo
in 1
956,
Fre
nch
was
the
mai
nsc
hool
lang
uage
of
the
coun
try,
exc
ept i
n re
ligio
us s
choo
l cen
tres
. Aft
erth
e in
depe
nden
ce, v
ario
us e
duca
tiona
l ref
orm
s w
ere
desi
gned
to a
chie
veco
mpl
ete
Ara
biza
tion
of th
e cu
rric
ulum
, the
intr
oduc
tion
of A
rabi
c as
the
lang
uage
of
scho
ols,
and
the
Mor
occa
niza
tion
of te
ache
rs. T
his
proc
ess
ofA
rabi
zatio
n ha
s be
en im
plem
ente
d w
ith v
aryi
ng d
egre
es o
f co
mm
itmen
t,an
d un
til to
day
it ha
s no
t bee
n co
mpl
etel
y ac
hiev
ed (
see
also
Mer
roun
i,19
93).
As
Mor
occa
n A
rabi
c an
d B
erbe
r di
alec
ts a
re n
ot le
gally
rec
ogni
sed,
thei
r pr
esen
ce a
nd r
ecog
nitio
n in
the
scho
ols
are
virt
ually
zer
o. H
owev
er,
the
Cha
rte
Nat
iona
le d
'Edu
catio
n et
de
Form
atio
n pu
blis
hed
by a
Nat
iona
lC
omm
ittee
in 1
999
give
s th
e A
maz
ighe
lang
uage
a n
ew s
tatu
s as
an
offi
cial
lang
uage
to b
e le
arne
d in
the
scho
ols.
Eve
n fo
r M
oroc
can
child
ren
in M
oroc
co, i
n or
der
to s
peak
and
wri
tecl
assi
cal A
rabi
c it
is n
eces
sary
to h
ave
muc
h pr
evio
us tr
aini
ng. I
t is
ther
efor
e ob
viou
s th
at to
thos
e M
oroc
can
child
ren
soci
alis
ed in
ano
ther
coun
try,
cla
ssic
al A
rabi
c is
eve
n m
ore
alie
n. I
t is
impo
rtan
t to
rem
embe
rth
is f
act i
n as
sess
ing
the
leve
l of
fam
iliar
ity th
at th
ese
child
ren
have
with
the
lang
uage
that
they
now
are
lear
ning
at s
choo
l. If
we
tran
sfer
this
situ
atio
n to
the
way
EL
CO
is b
eing
impl
emen
ted
in S
pain
, we
can
see
how
the
prog
ram
me
repr
oduc
es th
e la
ngua
ge p
olic
y of
Mor
occo
.C
hild
ren
of M
oroc
can
orig
in a
re n
ot ta
ught
thei
r m
othe
r to
ngue
, but
anot
her
diff
eren
t lan
guag
e. I
t is
true
that
the
diff
eren
t Mor
occa
n di
alec
ts,
thou
gh n
ot th
e B
erbe
r on
es, c
ome
from
cla
ssic
al A
rabi
c. T
hese
lang
uage
sar
e, h
owev
er, s
tart
lingl
y di
ffer
ent,
even
thou
gh th
ere
exits
a c
erta
infu
ndam
enta
l lev
el o
f co
inci
denc
e be
twee
n bo
th la
ngua
ges.
As
Bou
kous
(op.
cit.
) sa
ys, '
Qua
nt a
ux a
utre
s va
riét
és, a
sav
oir
l'Ara
be d
iale
ctal
et
l'am
azig
ue, e
lles
cons
titue
nt é
vide
ntm
enen
t des
sys
tèm
es li
ngui
stiq
ues
bien
indi
vidu
alis
és, e
lles
poss
eden
t cha
cune
une
gra
mm
aire
com
port
ant
des
regl
es b
ien
prec
ises
....'.
With
out d
enyi
ng th
e sy
mbo
lic v
alue
that
cla
ssic
al A
rabi
c ca
n re
pres
ent
for
thes
e ch
ildre
n, it
is o
bvio
us th
at in
the
case
of
Mor
occa
n E
LC
O th
ere
288
The
oth
er la
ngua
ges
of E
urop
e
isa
cont
radi
ctio
n be
twee
n th
e th
eory
on
whi
ch th
e pr
ogra
mm
e is
bas
edan
d th
ere
ality
of th
e w
ay it
is b
eing
app
lied.
As
prev
ious
ly n
oted
, in
man
y ca
ses
thes
e ch
ildre
n le
arn
a co
mpl
etel
y un
know
n la
ngua
ge a
s if
itw
ere
thei
r m
othe
r to
ngue
. Thi
s fa
ct a
lone
sho
uld
be e
noug
h to
ret
hink
the
basi
s on
whi
ch c
lass
ical
Ara
bic
is ta
ught
. If
the
mai
n ai
m is
that
thes
ech
ildre
n ta
ke a
dvan
tage
of
the
know
ledg
e of
thei
r fi
rst l
angu
age
in o
rder
to o
rgan
ise
thei
r m
inds
and
to f
acili
tate
the
lear
ning
of
a se
cond
lang
uage
or e
ven
the
rest
of
thei
r sc
hool
sub
ject
s, it
is e
vide
nt th
atby
teac
hing
clas
sica
l Ara
bic
this
goa
l can
har
dly
be a
chie
ved.
If
the
mai
n go
al f
or th
ese
child
ren
is to
see
thei
r cu
lture
ref
lect
ed in
the
scho
ols,
it w
ill b
e ne
cess
ary
to a
naly
se w
hat i
s un
ders
tood
as
Mor
occa
n cu
lture
.
Div
ersi
ty o
r di
ffer
ence
?A
s ha
s be
en m
entio
ned
seve
ral t
imes
, lea
rnin
g th
e cu
lture
of
the
stud
ent's
coun
try
of o
rigi
n is
the
seco
nd th
eme
upon
whi
ch th
e E
LC
O p
rogr
amm
eis
bas
ed. T
his
lear
ning
has
bro
ught
abo
ut th
e in
trod
uctio
n of
Mor
occa
ncu
lture
in s
choo
ls, s
uppo
sedl
y en
dow
ed w
ith th
e sp
ecif
ic f
ea tu
res
that
are
the
mai
n ch
arac
teri
stic
s of
this
imm
igra
nt c
omm
unity
. The
se M
oroc
can
elem
ents
hav
e be
en d
efin
ed in
adv
ance
by
the
gove
rnin
g or
gani
satio
nsan
d ar
e in
this
for
m in
trod
uced
in th
e sc
hool
s. T
his
fact
has
cau
sed
Mor
occa
n ch
ildre
n to
be
defi
ned
in th
e sc
hool
con
text
by
thei
r of
fici
ally
dict
ated
Mor
ocan
ness
.A
ccor
ding
to N
arro
we
(199
8), w
e ar
e w
itnes
sing
the
cons
truc
tion
of a
n im
mig
rant
cul
ture
that
is b
eing
dev
elop
ed th
roug
h a
seri
es o
f et
hnic
obl
igat
ions
that
see
m to
be
intr
insi
c to
bei
ng M
oroc
can.
Mor
occa
n ch
ildre
n ar
e be
ing
defi
ned
as s
uch
by a
n ou
tsid
e de
fini
tion
ofM
oroc
can
ethn
ic id
entit
y (s
ee M
ijare
s, in
pre
ss, a
bout
this
issu
e an
d ab
out
ster
eoty
pes
with
reg
ards
to M
oroc
cans
). F
urth
erm
ore,
this
def
initi
on, s
etin
adv
ance
for
chi
ldre
n of
Mor
occa
n or
igin
, has
arg
uabl
y be
en th
e so
urce
of p
robl
ems
that
ser
ious
ly a
ffec
t the
se c
hild
ren
in s
choo
l. It
is v
ery
com
mon
to li
sten
to th
ese
child
ren,
livi
ng b
etw
een
two
diff
eren
t wor
lds,
and
to s
ay th
at th
ey a
re n
eith
er M
oroc
can
nor
Span
ish.
The
se c
hild
ren
are
cons
ider
ed to
be
livin
g be
twee
n tw
o w
orld
s so
cul
tura
lly d
iffe
rent
that
thei
r si
tuat
ion
can
caus
e an
iden
tity
cris
is th
at m
ight
ulti
mat
ely
lead
tosc
hool
fai
lure
. The
se k
inds
of
stat
emen
ts a
re a
ref
lect
ion
of th
e pe
rsis
tenc
eof
the
disc
ours
e th
at E
dwar
d Sa
id d
efin
ed a
s O
rien
talis
t. W
hat i
s cu
riou
sto
pro
ve is
that
in th
is c
ase
we
are
talk
ing
abou
t the
con
stru
ctio
nof
the
othe
r's im
age.
Mor
occa
ns a
s w
ell a
s Sp
anis
h pe
ople
are
par
ticip
ants
inth
is c
onst
ruct
ion.
The
se k
inds
of
disc
ours
es a
re c
olle
cted
in F
ranz
é an
dM
ijare
s (1
999)
. It i
s fo
r th
is r
easo
n th
at th
e in
tent
ion
is f
or th
em to
lear
nan
d pr
eser
ve th
eir
cultu
re a
nd s
afeg
uard
a M
oroc
can
pers
onal
ity th
at
Mor
occa
n ch
ildre
n an
d A
rabi
c In
Spa
nish
sch
ools
289
seem
s to
hav
e ve
ry c
oncr
ete
feat
ures
and
isth
e co
mm
on h
erita
ge o
f al
l the
child
ren
of M
oroc
can
orig
in.
The
rel
atio
n be
twee
n sc
hool
fai
lure
and
teac
hing
the
cultu
re o
f or
igin
was
wid
ely
disc
usse
d in
Fra
nce
in th
e se
vent
ies.
Stu
dies
on
this
rel
atio
nha
ve d
emon
stra
ted
that
the
reas
ons
for
the
low
sch
ool s
ucce
ss a
mon
gch
ildre
n of
imm
igra
nt o
rigi
n ha
ve b
een
anal
ysed
muc
h m
ore
in s
ocio
-ec
onom
ic te
rms
than
in c
ultu
ral t
erm
s. A
ccor
ding
ly, i
t is
nece
ssar
y to
not
eho
w c
hild
ren
of M
oroc
can
orig
in s
hare
sch
ool s
ucce
ss a
nd f
ailu
re r
ates
with
indi
geno
us c
hild
ren
of th
e sa
me
soci
o-ec
onom
ic s
tatu
s (C
amill
eri,
1992
). A
lthou
gh E
LC
O is
an
educ
atio
nal f
acili
ty th
at in
tend
s to
impr
ove
the
child
ren'
s ac
adem
ic r
esul
ts, t
his
prog
ram
me
cann
ot o
nly
be c
once
ived
as a
n an
tidot
e ag
ains
t the
pos
sibl
e sc
hool
and
soc
ial
prob
lem
s of
the
child
ren
to w
hom
it is
dir
ecte
d.W
hat s
eem
s to
res
ult f
rom
this
cha
ract
eris
atio
n of
Mor
occa
n ch
ildre
nun
der
the
blan
ket d
efin
ition
of
Mor
occa
ns is
a n
eed
to in
trod
uce
dive
rsity
in th
e sc
hool
s. M
oroc
cans
see
m to
hav
e fi
xed
char
acte
rist
ics
with
out
havi
ng in
min
d th
eir
own
perc
eptio
n as
indi
vidu
als.
Thi
s m
inds
et h
asca
used
the
pass
ing
from
an
appr
ecia
tion
of d
iver
sity
to a
n aw
aren
ess
ofdi
ffer
ence
. Mor
occa
n ch
ildre
n ar
e di
ffer
ent b
ecau
se th
ey a
re c
lass
ifie
d as
Mor
occa
ns a
nd im
mig
rant
s be
fore
bei
ng th
ough
t of
as c
hild
ren
and
pupi
ls. F
rom
this
per
spec
tive,
the
cons
truc
tion
of a
Mor
occa
n id
entit
y in
the
scho
ols
is c
reat
ed th
roug
h va
riou
s in
terc
ultu
ral a
ctiv
ities
. Thi
s is
don
eby
intr
oduc
ing
elem
ents
that
are
bas
ed o
n a
folk
lori
c re
adin
g of
Isl
amic
prac
tices
suc
h as
the
fast
ing
of th
e m
onth
of
Ram
adan
. Als
o th
e E
id o
r th
eM
oroc
can
gast
rono
my
seem
to b
e ke
y el
emen
ts in
the
life
of th
ese
child
ren.
Oth
er f
olkl
oric
ele
men
ts s
uch
as h
enna
, mus
ic o
r tr
aditi
onal
clot
hes
are
very
impo
rtan
t in
recr
eatin
g M
oroc
can
cultu
re in
the
scho
ols.
Dif
fere
nce
is c
onst
ruct
ed b
y m
eans
of
thes
e fo
lklo
ric
man
ifes
tatio
ns o
fM
oroc
can
cultu
re, w
hile
it is
not
spe
cifi
ed w
hich
are
the
iden
tity
prob
lem
sth
at a
ffec
t the
se c
hild
ren.
The
vag
uene
ss a
nd d
efic
ienc
y of
the
disc
ours
ere
late
d to
Mor
occa
n ch
ildre
n in
the
scho
ols
conf
irm
s th
e id
ea o
f th
embe
ing
cons
truc
ted
as a
pie
ce o
f m
onol
ithic
Mor
occa
n cu
lture
. In
this
sen
se,
the
teac
hing
of
clas
sica
l Ara
bic
in th
e E
LC
O p
rogr
amm
e in
stea
d of
the
actu
al m
othe
r to
ngue
s co
nfir
ms
that
Mor
occa
n id
entit
y is
inve
nted
inor
der
to b
e ta
ught
to c
hild
ren.
290
The
oth
er la
ngua
ges
of E
urop
e
CO
nclu
sion
s
At t
he m
omen
t, th
e M
oroc
can
EL
CO
pro
gram
me
in S
pain
is th
e on
lypu
blic
initi
ativ
e th
at r
ecog
nise
s A
rabi
c as
an
imm
igra
nt m
inor
ityla
ngua
ge. N
ever
thel
ess,
the
curr
ent p
rogr
amm
e ha
s be
en im
plem
ente
dw
ith s
ome
fund
amen
tal c
ontr
adic
tions
that
can
res
ult i
n un
inte
nded
cons
eque
nces
.O
n th
e on
e ha
nd, t
he la
ngua
ge th
at is
bei
ng ta
ught
is n
ot th
e m
othe
rto
ngue
of
the
child
ren
tow
ards
who
m th
e pr
ogra
mm
e is
dir
ecte
d. I
nste
adof
the
diff
eren
t nat
ive
dial
ects
, Cla
ssic
al A
rabi
c is
bei
ng ta
ught
as
thei
r'm
othe
r to
ngue
'. T
his
situ
atio
n, w
hich
ref
lect
s th
e lo
w s
tatu
s of
Mor
occa
nA
rabi
c an
d B
erbe
r la
ngua
ges
in M
oroc
co, h
as b
een
tran
sfer
red
to th
eSp
anis
h sc
hool
s. W
e sh
ould
not
for
get t
hat t
he M
oroc
can
gove
rnm
ent
man
ages
the
EL
CO
pro
gram
me.
The
Nat
iona
l Min
istr
y of
Edu
catio
n is
only
in c
harg
e of
allo
win
g th
e pr
ogra
mm
e an
d en
gagi
ng M
oroc
can
teac
hers
that
will
be
in c
harg
e.O
n th
e ot
her
hand
, the
dis
crep
ancy
in s
kills
bet
wee
n m
othe
r to
ngue
san
d cl
assi
cal A
rabi
c is
gre
ater
whe
n th
ese
child
ren
have
onl
y ac
hiev
ed a
low
leve
l of
scho
olin
g in
thei
r co
untr
ies
of o
rigi
n. A
s ha
s be
en e
xpla
ined
with
reg
ard
to A
rabi
c te
achi
ng, t
his
fact
is c
ruci
al in
ord
er to
und
erst
and
to w
hat l
evel
thes
e ch
ildre
n ar
e ha
bitu
ated
to c
lass
ical
Ara
bic.
The
y m
ayst
art t
he p
rogr
amm
e le
arni
ng a
tota
lly u
nkno
wn
lang
uage
. At h
ome
thes
ech
ildre
n co
mm
unic
ate
with
in th
eir
fam
ily b
y m
eans
of
a di
alec
t. In
the
case
of
child
ren
who
com
mun
icat
e in
a B
erbe
r di
alec
t, th
e di
stan
cew
illev
en b
e gr
eate
r. I
t is
cruc
ial t
hat t
his
issu
e be
ass
esse
d in
ord
er to
kno
ww
heth
er th
e ob
ject
ives
of
the
prog
ram
me
are
bein
g ac
hiev
ed o
r no
t.It
is a
lso
nece
ssar
y to
fix
a s
et o
f ev
alua
tion
crite
ria
in o
rder
to k
now
how
eff
ectiv
e th
e pr
ogra
mm
e is
. Suc
h cr
iteri
a do
not
cur
rent
ly e
xist
. On
the
one
hand
, the
re is
no
chec
k as
to w
heth
er c
hild
ren
are
lear
ning
Ara
bic
or n
ot. O
n th
e ot
her
hand
, the
re is
no
know
ledg
e as
to w
heth
erth
isle
arni
ng, a
s cu
rren
tly o
pera
ted,
is g
ivin
g th
e ex
pect
ed r
esul
ts. A
t thi
spo
int,
we
coul
d as
k th
e fo
llow
ing
ques
tions
. Doe
s E
LC
O c
ontr
ibut
e to
the
impr
ovem
ent o
f th
e ed
ucat
iona
l car
eers
of
child
ren?
Doe
s it
help
tofa
cilit
ate
bette
r in
tegr
atio
n in
the
scho
ols?
And
last
but
not
leas
t, do
es it
help
to a
chie
ve a
sen
se o
f in
terc
ultu
ralit
y?In
the
case
of
Mor
occa
n E
LC
O a
s it
is c
urre
ntly
bei
ng im
plem
ente
d, w
ear
e in
dan
ger
of a
chie
ving
exc
lusi
on in
stea
d of
inte
grat
ion.
The
cau
seof
excl
usio
n w
ould
be
that
obj
ectiv
es a
re n
ot w
ell d
efin
ed, t
hat t
heth
eore
tical
bas
is is
lost
whe
n ap
plie
d to
the
daily
rea
lity
and
that
vita
lev
alua
tion
crite
ria
are
mis
sing
to r
ecog
nise
that
we
have
lost
our
way
.
14
Mor
occa
n ch
ildre
n an
d A
rabi
c in
Spa
nish
scho
ols
291
Hom
e la
ngua
ge p
rogr
amm
es d
irec
ted
toim
mig
rant
chi
ldre
n sh
ould
be
cons
ider
ed im
port
ant,
but t
hey
mus
t hav
e a
real
and
rea
listic
sta
tus
with
in th
e of
fici
al c
urri
culu
m in
ord
er to
ach
ieve
the
form
ulat
edob
ject
ives
in a
con
cret
e m
anne
r.
Ref
eren
ces
Bou
kous
, A. (
1995
) So
ciét
é, la
ngue
s et
cul
ture
s au
Mar
oc. E
njeu
x sy
mbo
lique
s.R
abat
:Pu
blic
atio
ns d
e la
Fac
ulté
des
Let
tres
et d
es S
cien
ces
Hum
aine
s.C
amill
eri,
C. (
1992
) E
l pro
blem
a de
los
efec
tos
prop
ios
de la
cultu
ra e
n la
esco
lari
dad
de lo
s jo
vene
s na
cido
s de
inm
igra
ntes
en
Eur
opa.
In
M. S
iguá
n(c
oord
.) L
a es
cuel
a y
la m
igra
ción
en
la E
urop
a de
los
90. B
arce
lona
: Edi
tori
alH
orso
ri.
Car
bone
ll i P
aris
, F. (
1995
) In
mig
raci
ón: d
iver
sida
d cu
ltura
l, de
sigu
alda
d so
cial
yed
ucac
ión.
Mad
rid:
Min
iste
rio
de E
duca
ci6n
y C
ienc
ia.
Com
isió
n E
urop
ea (
1995
) ln
form
e so
bre
la e
duca
ción
de
los
hijo
s de
mig
rant
es e
nla
Uni
on E
urop
ea. L
uxem
burg
o: O
fici
na d
e Pu
blic
acio
nes
Ofi
cial
es d
ela
sC
omun
idad
es E
urop
eas.
Fran
zé, A
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ijare
s, L
. (co
ord.
) (1
999)
Len
gua
y cu
ltura
de
orig
en: N
iiios
mar
roqu
fes
en la
esc
ucla
esp
anol
a. M
adri
d: E
dici
ones
del
Ori
ente
yde
l Med
iterr
áneo
.In
fort
ne s
obre
el e
stad
o y
la s
ituac
i6n
del s
iste
ma
educ
ativ
o 19
96-1
997
(199
8) M
adri
d:M
EC
loe
(199
6) L
a ed
ucac
ión
inte
rcul
tura
l a p
rueb
a: H
ijos
de in
mig
rant
es M
arro
qufe
s en
la
escu
ela
Esp
anol
a. M
adri
d: C
IDE
-ME
C.
Jord
an, J
.A. (
1994
) la
esc
uela
mul
ticul
tura
l. U
n re
to p
ara
el p
rofe
sora
do. B
arce
lona
:Pa
idO
s.Ju
liano
, D. (
1993
) E
duca
cidn
inte
rcul
tura
l. E
scue
la y
min
orfa
s itn
icas
. Mad
rid:
Eud
ema.
LO
pez,
B.(
1999
) N
ines
mar
roqu
ies
en la
esc
uela
esp
aiio
la. I
n A
. Fra
nze
& L
.M
ijare
s (c
oord
.) L
engu
a y
cultu
ra d
e or
igen
: Nif
ios
mar
roqu
fes
en la
esc
uela
espa
nola
. Mad
rid:
Edi
cion
es d
el O
rien
te y
del
Med
iterr
ineo
.L
opez
, B.,
Ram
irez
, A. &
Pla
net,
A.I
. (co
ord.
) (1
996)
Atla
s de
la in
mig
raci
ón m
agre
bfen
Esp
ana.
Mad
rid:
Eds
. de
la U
nive
rsid
ad A
ut6n
oma
de M
adri
d.M
erro
uni,
M. (
1993
) L
e pr
oble
me
de la
ref
orm
e da
ns le
sys
iem
e ed
ucat
if m
aroc
ain.
Rab
atE
ditio
ns O
kad.
Mija
res,
L. (
1999
) C
uand
o in
mig
rant
es y
aut
ific
tono
s co
mpa
rten
est
ereo
tipos
:ni
nos,
esc
uela
e im
agen
es s
obre
la in
mig
raci
ón m
arro
qui e
n E
span
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nale
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tori
a C
onte
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rdne
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onog
nffi
co s
obre
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igra
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rebf
y E
scue
la 1
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row
e, J
. (19
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10
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Library of Congress Cataloging in Publication DataThe Other Languages of Europe: Demographic, Sociolinguistic andEducational Perspectives/Edited by Guus Extra and Durk Gorter.Multilingual Matters.Includes bibliographical references and index.1. Linguistic minoritiesEurope. 2. EuropeLanguages. I. Extra, Guus.
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Multilingual Matters LtdUK: Frankfurt Lodge, Clevedon Hall, Victoria Road, Clevedon BS21 71-111.USA: UTP, 2250 Military Road, Tonawanda, NY 14150, USA.Canada: UTP, 5201 Dufferin Street, North York, Ontario M3H 5T8, Canada.Australia: P.O. Box 586, Artannon, NSW, Australia.
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