Standard in the Shadows: The Paradox of Modern Standard Arabic’s Classroom Sovereignty Amid Darija’s Everyday Hegemony: A Sociolinguistic Field Study

Abstract

Abstract

This study examines linguistic diglossia in Moroccan secondary education, focusing on the interplay between Modern Standard Arabic (MSA) and Moroccan Darija in classroom practices. Using a questionnaire administered to 99 students, we explore language preferences, the impact of Darija on MSA proficiency, and switching challenges. Results reveal Darija's dominance in daily life (87.9%) and mixed use in classrooms (62% for teachers), negatively affecting MSA expression (65%). Sociolinguistic analysis highlights tensions between Darija's practical utility and MSA's symbolic role in identity and education. Recommendations include enhanced MSA exposure and modern teaching methods to foster balanced proficiency. This contributes to understanding diglossia in multilingual contexts, emphasizing policy reforms for sustainable linguistic balance. The findings align with ongoing debates in Moroccan education policy, such as those in the Strategic Vision 2015-2030, which calls for improved language teaching to address proficiency gaps. By integrating empirical data with sociolinguistic theory, this research underscores the need for hybrid approaches that leverage Darija as a bridge while reinforcing MSA's centrality in formal education.

Keywords: linguistic diglossia, Modern Standard Arabic, Moroccan Darija, code-switching, sociolinguistics, education policy