The Royal Institute of Amazigh Culture (IRCAM) has opened a call for contributions to a peer-reviewed edited volume focused on reading pedagogy in the Amazigh language, framing reading as a central issue in both language learning and broader school performance.
According to IRCAM’s announcement, the project will examine how reading is taught in Amazigh across multilingual school settings and how teaching methods, family and school environments, and print and digital media shape reading development. The institute says the volume is meant to strengthen the scientific and pedagogical foundations of reading instruction in Amazigh while building on classroom experience since Amazigh began entering Moroccan schools in 2003.
The call lays out five main areas for submissions: theoretical and methodological foundations, early reading and the shift from oral to written language, classroom practice in Moroccan schools, multilingualism, and reading across print and digital media. IRCAM is accepting submissions in Amazigh, Arabic, French and English.
The timeline published by IRCAM lists October 1, 2026, as the deadline for final papers, with final editorial decisions scheduled for December 2, 2026. The notice says manuscripts should be original, unpublished and aligned with research standards in education and didactics.
For Amazigh education watchers, the call is notable because it treats reading not just as a literacy skill but as a policy and pedagogy question tied to language transmission, curriculum design and the place of Amazigh in multilingual public education.