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Professor Mohammed Errihani

Mohammed Errihani
Assistant Professor of English
Director, English Language Program

Areas of Specialization:

  • English as a Second Language
  • Language Policy
  • Sociolinguistics
  • Rhetoric
  • North African Languages


Born and raised in Fez, Morocco, Mohammed Errihani has taught at Al-Akhawayn University in Morocco between 1996 and 1998, and at the University of Illinois at Chicago from 1998 to 2007. He joined Purdue University Calumet as an Assistant Professor of English and director of the English Language Program in the spring of 2007.

In addition to directing the ESL program, Dr. Errihani has also taught several courses at Purdue Calumet at the undergraduate and graduate levels: freshman composition, ESL, linguistics, and cross-cultural communication. He has also presented papers on critical thinking, ESL, rhetoric, and language policy at different venues, including the Catholic University of Lublin, Poland, TESOL Convention in New York, the University of Texas, Austin, Harvard University, the Autonomous University of Barcelona...


B.A. English Language and Literature, University of Fez, Morocco
DEA. English Literature, University of Fez, Morocco
MA. Applied Linguistics / TESOL, University of Illinois at Chicago
Ph.D. English – Language and Rhetoric, University of Illinois at Chicago

Publications and Research Interests:

  • Books
    Language Policy in Morocco: Implications of Recognizing and Teaching Berber. VDM Verlag Publishing. 2008

  • Referred Articles
    “Language Attitudes and Language Use in Morocco: Effects of Attitudes on “Berber” Language Policy.” Journal of North African Studies. 13.4 (2008): 411-428.

    “Language Policy in Morocco: Problems and Prospects of Teaching Berber in Morocco.” Journal of North African Studies. 11.2 (2006): 143-54.

  • Book Chapters
    ‘Nationalist and Islamist Discourse and the Socio-political Implications of Recognizing Berber in Morocco.” NorthAfrican Mosaic: a Cultural Re-appraisal of Ethnic and Religious Minorities. Newcastle: Cambridge Scholars Publishing. 2007. 238-57.




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