Improving Tunisian Higher Education Through Revising Language Policies: Analysis of Language Policies Research in Tunisia and a Comparison With the International Scenario

Improving Tunisian Higher Education Through Revising Language Policies: Analysis of Language Policies Research in Tunisia and a Comparison With the International Scenario

Aicha Rahal
Copyright: © 2023 |Pages: 12
DOI: 10.4018/978-1-6684-7327-6.ch013
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Abstract

This chapter explores and analyzes publications on language policies in Tunisia and compares Tunisian research to the international scenario. The comparison is based on Ricento's book Language Policy: Theory and Method and Johnson's book Language Policy. The study discussed in the chapter aims to contribute to the limited literature on language policy in Tunisia. It may provide Tunisian scholars, educators, and policymakers insight into the current state of language policy implementation in higher education.
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Language Policy Background In Tunisia

There seems that Tunisia has a trilingual “language-in-education” policy involving the promotion of the Arabic language and this policy is known as Arabization, the preservation of French as the language of modernization and the promotion of English as the language of technology and scientific research. There are foreign attempts like British-Tunisia cooperation in higher education to implement a new policy that encourages the promotion of English.

Arabic

Arabization is demonstrated in the promotion of the Arabic language. In 1971, the first year of primary education was fully Arabized, and the second and third year were Arabized in the academic year 1976 and 1977. In 1999, the Prime Minister decided to implement Arabization in the field of administration. One of Ben Ali’s, the president of Tunisia at that time, most important decisions regarding the Arabic language was made in his 1992 educational reform. In this reform, Ben Ali highlighted the importance of Arabic and asked for using Arabic in teaching scientific subjects. So, the Arabic language was extended from teaching human sciences to teaching mathematics, physics, chemistry, etc (Ben Ali, July 18th, 1992). After the revolution, Ennahda, a political party in Tunisia, emphasizes the need for promoting Arabic and mainly Modern Standard Arabic. In the transitory period, the political discourse of President Marzouki highlights the importance of the Arabic language and calls for its promotion.

French

After the Independence, French was introduced as a foreign language in the third year of primary school. In 1981, French became a second language in secondary and higher education where it is still used to teach scientific subjects, such as biology, technology, physics, chemistry and mathematics because of the lack of qualified teachers and the lack of Arabic textbooks (British Council, 1975, p.2). Therefore, French has gained an important role as the second language of teaching although there is no official document showing this status. In higher education, French is the dominant language of instruction.

Key Terms in this Chapter

Language Education Policy: Refers to the legislation on the organization of language teaching/learning within the educational system.

Language Policy: Refers to a set of rules, laws, and regulations for language use.

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