HYBRID TEACHING OF FLE IN THE MOROCCAN QUALIFYING SECONDARY CYCLE IN THE MIDST OF COVID-19 PANDEMIC: CASE OF SOME HIGH SCHOOLS IN KÉNITRA

Abstract

In Morocco, as almost everywhere in the world, the preventive measures induced by the health crisis have forced not only urgent and massive but also radical and permanent changes in school practices. Therefore, digital technology has been introduced as the most appropriate outcome to ensure pedagogical continuity. Apprenticeships and classes, which until then were entirely provided in person, were suddenly turned into an educational model that alternates face-to-face and virtual self-learning courses, at a distance, hence the concept of “hybrid” teaching. Given its abrupt and hasty nature, much has been said about this “hybrid approach”. Some may see it as a fantastic opportunity to promote ICTs, but most consider it very random and even chaotic. With that being said, the following contribution aims to study the hybridization of FLE teaching/learning as it has been implemented by some high schools in Kenitra during the pandemic (school year 2020/2021) to analyze its effects and main factors, before giving suggestions to improve and take full advantage of this learning system.

Keywords

• hybridization
• ict
• covid-19
• fle
• challenge