Study of the impact of the linguistic factor on academic and socio-professional integration: case of french among students in the economics and legal sciences sector.

Abstract

The French language plays an important role in the academic and professional integration of students. It is among the official languages of Morocco and is widely used in higher education and in the labor market. Many training programs are taught in French, which means that mastering it is an essential asset for success in many fields. To help students master it, universities in Morocco have offered language programs and intensive courses in the first two semesters of undergraduate studies.  In fact, mastery of the French language is crucial for students in Morocco seeking to succeed in their studies. It offers many advantages and allows them to acquire important language skills, access professional opportunities nationally and internationally, and participate in the socio-economic life of the country. Therefore, it is essential to continue to promote and strengthen the learning of the French language in educational institutions and vocational training centers.

In this perspective, the teaching of legal French in Morocco is of vital importance for students and law professionals. The latter must have a solid command of the language in order to work effectively in their field. That said, we believe that teaching legal French will allow students to develop specialized language skills in the field of law. This can be particularly useful for those who plan to pursue a career in law or related fields then, language can be a competitive advantage in the job market, as it can increase the chances of getting jobs. Our work is an attempt to investigate the issues surrounding the teaching of French at the graduate level. We have chosen to conduct this study in the Faculty of Economic and Legal Sciences in Rabat, targeting first-year students in this field. The objective was to detect the representations of the students of legal sciences on this language, to identify their level and their conscience of the importance of this component in their academic and especially professional course. At the end of this process, we concluded that if there is a lack of language, it is due to the absence of decompartmentalization between the specialty subjects and the language