Being a Teacher in a Plurilingual Environment: An Attitudinal Analysis

This paper aims to examine the understanding of teachers' sociolinguistic representations languages and their attitudes towards using code-switching (CS) in classroom. While previous literature has explored linguistic functional aspects CS, attitudinal dimension remains largely unexplored. Therefore, attempts provide an analysis interviews with high school teachers demarcate way are conceived educational context. The study uses interview technique elicit information from ten selected teachers. data is comprised a collection both oral produced French and, few instances, rarely identified as Arabic (standard or dialectal). focuses on content epilinguistic discourses plurilingual environments. findings reveal that generally possess well-developed language awareness, especially those who teach (DL). However, some landscape not fully perceived, such use Spanish communication Moroccan speakers northern parts country. also reveals have level awareness positive CS. CS often response didactic communicative need felt by dictated learners' deficient skills. Certain components dynamic remain insufficiently mainly presence Morocco. These proved be significant because they first emphasize crucial role promoting equipping knowledge skills necessary navigate classrooms, second highlight for further research education diverse realities