Tunisia´s English language policy: Lessons of a qualitative study
The current study was conducted in order to explore how language educational policies, motivation, and attitudes, are among the driving factors that can affect students' perception of English language learning. The paper is a descriptive qualitative study with research subjects consisting of three different educational directors and twelve students in primary school, secondary education, and university in Tunisia. Based on the semi-structured interview the results showed that the students had a positive attitude and motivation toward learning English. The comments that were recorded indicated that the younger generation had an instrumental motivation towards English learning more than Integrative motivation. It was observed too that the English language seems to invade the scene, and this is reflected in the participants positive attitudes and motivation toward English as an international language and a language of science and technology. On the other hand, the findings revealed that the educational English policies were regarded by all the interviewees as having a negative impact on learning the English language. Finally, either directly or indirectly, all participants suggested that English should be given more importance and were calling for a change in language policy.