English Teaching Materials and Identity Formation: Moroccan Students’ Perception of the “Self” and the “Other”

Abstract

It is widely agreed that properly learning a new language requires learning the culture associated with it as well. The culture of the target language is often new and intriguing. However, such extensive exposure to the "Other’s" perspective of life may impact not only individuals' language learning but also their thinking styles, beliefs, and perceptions of the "Self." This paper, using a quantitative research design, investigates the effect that the materials used in teaching English at Moroccan high schools and universities have on students. Drawing on data collected from 50 Moroccan university students, it was found that while all participants had been exposed to locally designed textbooks during high school—which did not seem to harm their cultural identity—the materials used at the university level were significantly foreign. It is, therefore, crucial to understand the role that educational materials play in shaping students’ identities and to advocate for the inclusion of more local content to help preserve the cultural identity of Moroccan students.