Analyzing Literature... in Darija

This week, I officially started work on an educational program - I'll refer to it as Project YN - which I've been designing for some time now. Put simply, Project YN is a set of audio lessons which focus on discussing and analyzing important works of literature originally written in English. 

But there's a little twist: 

The entire program is presented in Darija.

What is Darija, you may be wondering?

Darija is the main dialect spoken in Morocco. It's an Arabic-based dialect, but has a great deal of Tamazight (also referred to as Amazigh languages or 'Berber' languages) influence, which is another dialect popular in the country. 

Because Morocco was occupied by France and Spain for some time, there's also a French and Spanish influence in Darija. For example, people in the north of Morocco may refer to chewing gum as "chicle" (from Spanish), whereas those in the south may refer to it as "messka" (from Arabic). Nevertheless, Darija has a mainly Arabic origin. 

As Darija is a dialect and not a written language, instruction in schools often happens in Darija, but actual course content (textbooks, worksheets, etc.) is presented in Arabic or French. Both Arabic and French are languages that are crucial for working and living in Morocco, despite the fact that almost everyone speaks Darija. The reason for this is the lack of technical capability of the language, which I'll cover later on in the section discussing challenges in teaching in Darija.

 

Project YN: How does it work?

The way the program is set up is that the works are summarized, after which they are analyzed (via character, setting, theme, context, etc.). Listeners will be able to listen to the audio lessons and follow along with the story, learn about the context in which it was written, the author, and afterwards, listen to the meanings behind the story. In brief, it's the Literature class experience presented through an audio format in Darija.

It will consist of a "unit-lessons" format, like most textbooks: there will be a number of audio lessons within each unit, and each unit will be one particular work of fiction. Lessons are short and sweet, at around 20 minutes maximum, which will require scripting (see the section on challenges).

 

Project YN: Who is it for?

The program is intended for audiences (teenagers and older) who either do not know English or did not have access to translations of the works of literature which will be discussed in the lessons. It is also intended for people who enjoyed literature and the art of storytelling, but could not pursue that passion for a variety of reasons: 

1. They did not conclude their education.
2. Financial constraints.
3. Lack of time to dedicate to reading.
4. Lack of readership culture.
   

In Morocco in particular, high school students must choose between Science/Math/Physics or Literature/History/Humanities paths, which set them on their route for universities and degrees that they can study for as well. Most students are encouraged to enter Science/Math/Physics programs because people believe that there are better work opportunities for those who do. This could be another reason why some people may not pursue their studies or career in Literature, despite having a passion for it, and the heavy workload and responsibilities of students in Morocco (ex: after-school cram sessions and tutoring classes) leave little time for reading as a hobby.

This educational program, Project YN, solves the issue somewhat by allowing people to enjoy various stories they never had the chance to, while not spending an average of seven hours on each and every book. Moreover, it provides a lower barrier to entry for listeners, with less requirements for them to enjoy and understand the contents of the lessons.

I recognize that this target audience may be a relatively small segment of the population, but there is a great potential for growth beyond this target audience, as I believe any Moroccan whose mother tongue is Darija and who has a passion for literature and uncovering the hidden meanings of things will find the program both entertaining and thought-provoking. 

The program also contributes to a greater hope of mine: that I can promote the growth of reading-for-leisure culture in Morocco, which is sorely lacking, and revive the largely dormant fiction publishing industry, inspiring budding writers and entrepreneurs alike - all the while keeping in consideration our cultural and religious values.

Teaching in Darija: Challenges

Darija is also one of the most difficult of Arabic dialects to learn or understand. It is not a written language, though you can write it using Arabic letters or, less commonly, using Roman letters with a combination of numbers to represent sounds that Roman alphabets do not include. The dilemma of how to represent a dialect in written form can be a tricky one. As this program requires scripting, this may be a deeply limiting factor.

Current Solution: The program will be scripted using the Roman alphabet with a combination of numbers representing sounds and letters not available in the Roman alphabet. This is because of personal preference and constraints; I am more comfortable using Roman letters than Arabic, and read them faster than I can read Arabic as well. Thus, for ease of writing, reading, and orally presenting the content, this is the solution that works best.

This being said, I recognize that the Arabic alphabet would be the better option, had I the skills and familiarity with it that would allow me to continue working at an acceptable pace, as Darija is a dialect based mostly on Arabic. Therefore, my solution is not the better solution, but the best solution for me. 

It is also a very limited language, with most technical or scientific terminology coming from formal Arabic, French, or - more commonly - English. As the lessons will include some technical language pertaining to not only literature but also sociocultural/political/economic topics, this poses a significant challenge.

Current Solution: I will be borrowing any technical language from formal Arabic specifically, as I believe it is the language that anyone who did not complete their education is most likely to understand. French is still considered the language of the elite in Morocco, and there's a large chunk of the population that does not speak it. 

However, I cannot ignore the fact that there may be listeners who do not understand technical terms in Arabic, so I will also simplify speech wherever possible to avoid any misunderstandings or alienating any listeners who are interested in the program's content but unable to understand technical Arabic. 

In other words, rather than catering to those who are most highly educated and knowledgeable, I will use as a benchmark for the comprehension of my program those who, for whatever reason, may not have a strong linguistic background. (Otherwise, I could have just created a course purely in formal Arabic, or French, or English.)

Project YN: Timeline

This post was meant as a simple and brief introductory article. Currently, there is still a great deal of work to be done to complete this program, and I have hope that I will be able to release a prototype of the program by the end of 2025. 

That being said, this is my first time undertaking such a program, and I am aware that there will be obstacles as I continue to design and implement the curriculum. My aim is to continue updating this blog with any new developments so that I can document the ways in which it evolves over time.

 

I'm excited to launch this audio "course", which I will be sharing for free, and in the spirit of Ramadan, I'm also excited to launch it in the way that I feel would allow the most access to all people who might make use of this educational programme - probably a combination of YouTube and podcasts. 

Moving forward, I may share posts or videos outlining my process in preparing the program, which I think may be helpful to anyone else who would be interested in creating a similar educational program based on largely unwritten dialects like Darija - spoken by everyone, but not used for educational learning. 

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