Literature In Class Of French Foreign Language Qualifying Secondary In Morocco: Challenges And Constraints

Abstract

 The integration of literary works in high school qualifying in Morocco presents problems on ‎several levels. In order to elucidate this phenomenon, we adopted the qualitative method by observing ‎first-year French classes at Khaouarizmi High School in Marrakech. This study aims to test the degree of ‎effectiveness of this new educational policy in learning French, and to reveal the various constraints that ‎arise during this process and that often hinder the mission of teachers. To collect the data, we used the ‎observation grids in addition to some copies of written productions of the learners and class projects of ‎their supervisors. The survey showed clearly the difficulties of mastering French and the harmful ‎repercussions they engender when analyzing works (classical literature or French-speaking Maghreb ‎literature). These generally contribute to student progress despite the criticisms theyr aise in this regard.‎