MATE 38th Annual Conference نوثلاثلاو ةنماثلا ةيونسلا...

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Moroccan Association of Teachers of English (MATE), 38th Annual Conference, 9-12 April, 2018, Assilah, Morocco.

UNITED STATES EMBASSY Regional English Language Office

MATE 38th Annual Conference

والثالثون الثامنة سنويةال الندوة Assilah, Morocco, 09-12 April, 2018

2018 أبريل 12-09أصيلة، المغرب،

Theme: Exploring the 3rd Millennium ELT Pedagogies.

استكشاف بيداغوجيات في موضوع:

الرتبية اللغوية لأللفية الثالثة.

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MATE 38th Annual Conference - الندوة السنوية الثامنة والثالثون Assilah, Morocco, 09-12 April, 2018 أبريل 12-09أصيلة، المغرب،

Theme: “Exploring the 3rd Millennium ELT Pedagogies.”

."الثالثةبيداغوجيات التربية اللغوية لأللفية "استكشاف:في موضوع

Rationale

With the advent of technology and the change of values in a globalized world, individuals and

communities have become more and more virtual, and self-actualization and self-appraisal have taken

new dimensions. Consequently, so many elements of the educational realm have been shaken,

including the role of the teacher in the development of individuals of the new millennium,

pedagogical competencies, methodological choices, and what is generally happening inside (and even

outside schools). Therefore, there is an urgent need to give a second thought and a daring exploration

and redefinition of what is happening in education in general and in language education in particular.

Teacher professional competencies, alternative methods or strategies, curriculum evaluation and

development, materials production, learner needs and wants are but examples of the issues that need

reconsideration and further exploration in the current educational context.

MATE 38th annual conference will accordingly address the issue of pedagogical changes and

competencies that can accommodate the millennium educational context from different perspectives.

Experts in the field of education, educational psychology, applied linguistics, and language education

in general, are meeting to contribute to this socio-professional debate and suggest successful

strategies and techniques to help come to terms with this significant socio-educational change.

Conference objectives

The main objectives of this conference, among other things, are to

explore curriculum and syllabus design in the light of the current changes in education and

language teaching and learning;

redefine the concept of pedagogical competence in accordance with the current educational

challenges;

discuss the psychological dimensions of pedagogical competence;

discuss teaching standards and didactic knowledge and skills;

revisit learners’ needs in terms of teaching materials and the different teacher roles in this regard.

reconsider teaching materials and activities in a constantly changing digital world.

Conference sub-themes

Presentations and workshops target the following areas related to:

Educational psychology and class management;

Teacher training and evaluation;

Didactics of teaching English as a foreign language;

Curriculum and syllabus design;

Teaching materials: selection, evaluation, adaptation and development;

Best practices in educating digital learners.

Presentation formats

Presentations (20 minutes)

Workshops (60 minutes)

Poster sessions

Panel discussions.

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Programme

Day 1: Monday, 9 April, 2018

14:00-17:00 Registration

17:00-17:30 Opening Notes, moderated by Noureddine Bendouqi

17.30-18:15

Keynote speech: Professor Abdelkader Ezzaki

“Looking Ahead while Hanging on the “Eternal”: The Eight faces of Tomorrow’

Effective Teacher.”

18:15-18:45 Reception

18:45-19:45

Panel discussion:

MATE and International Projects (CIRCLEs, Access, GNG, ISA),

moderated by Mohammed Hassim

20:30 Dinner

Day 2: Tuesday, 10 April, 2018

Please note: Breakfast time for the whole conference: 07:00 to 08:20.

08.30–08:45 Announcements

Plenary (Round 1)

08:45-09:05 Presentation 1:

“Investing in teachers is investing in human capital.” Mohammed Melouk

09:05-09:25

Presentation 2:

“On the Relevance of the ELT Textbook in the “Globalized” Moroccan

Classroom.” Reddad Erguig

09:25-09:45 Presentation 3: “Enhancing Moroccan EFL Learners' Speaking Skills.” Mohamed Hammani

09:45-10:05

Presentation 4: “Teachers Burn Out.” .

Nabila Elyazale and Hayat Naciri

10:05-10:25 Discussion

Concurrent workshops (Round 1)

10:30-11:30

Workshop 1:

“Literature Circles: A strategy that works.” Fahmi El madani

Workshop 2:

“Task-based learning and teaching.” Lhoussaine Rahhou

Workshop 3:

“Interactive Vocabulary Games.” Wendy Reed

11:30-12:00 Break & Poster session

Plenary Session (Round 2)

12:00-12:20

Presentation 5:

“Co-Curricular Activities at ENS-Rabat: Achievements and Limitations of the

Department of Foreign Languages & Cultures.” Imane Nejjar

12:20-12:40

Presentation 6:

"Expanding and Improving English Language Education in Morocco:

The Mission of the English Teaching Internship Initiative (ETII)."

Peter Boller

12:40-13:00

Presentation 7:

“EFL and Human Development in Morocco: MATE Access Program as a Case

Study.” Azize Kour


“21st Century Good Practice Compass.” Fahmi El madani

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13:40-14:40

Workshop 4:

“How to Integrate the 4 Skills in One Lesson.” Rachida Guelzim

Workshop 5:

“Coping with mixed ability classes: Students-friendly options.”

Abdelkrim Mabchour

Workshop 6:

“Teaching and Learning in the Digital Age.” Ali Anthony Bell

14:45 Lunch

16:30 RELO Meeting with sponsored participants Free Afternoon. Varied informal activities in the evening in the auditorium (to be announcement later).

Day 3: Wednesday, 11 April, 2018 Please note: Breakfast time for the whole conference: 07:00 to 08:20.

08:30-08:45 Announcements

Plenary (Round 3)

08:45-09:05

Presentation 9:

“Ensuring Quality English Language Teaching and Learning through Quality

Teaching Materials.” Said Elmouhtarim

09:05-09:25

Presentation 10:

“Students and Teachers’ Perceptions of the Performance of Native and Non-Native

Teachers of English.” Fadoua El-Hmaydi


“Alternative Pedagogies in Teaching English as an EIL.” Noureddine Bendouqi

09:45-10:05

Presentation 12:

“Avenues for Teacher Professional Development through the Regional English

Language Office.” Russell J Barczyk



10:30-11:30

Workshop 7:

“Differentiated Instruction in EFL”

Abdelkader Chaddoudi

Workshop 8:

“Explicit Listening Instruction through Web-based Journal Activities.”

Jennifer Borch

Workshop 9:

“Can Critical Thinking be Taught?” Mustapha Zanzoun

11:30-12:00 Break & Poster Session

Plenary Session (Round 4)

12:00-12:20

Presentation 13: “Professional Learning Communities in Action: The case of Essmara PLCs,

Morocco.” Lahcen Tighoula and Abdelaziz Stari

12:20-12:40

Presentation 14: “Improving EFL Learners’ Critical Thinking Skills in Argumentative Writing.”

Nabila Nejmaoui


“E-training: a choice or a necessity?” Mohamed Bakkas


“Using Web 3.0 to Enhance ILOs Focusing on LAD.” Fouad Boulaid



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13:40-14:40

Workshop 10:

“How to Gamify Your Classroom.” Mbarek Akadddar

Workshop 11:

“Edmodo for effective and differentiated English instruction.” Aziz Soubai

Workshop 12: “Encouraging learners to create language-learning materials.” Nezha Youssefi

14:45 Lunch

16:30 General Assembly

Free Afternoon. Varied informal activities in the evening (to be announcement later).

Day 4: Thursday, 12 April, 2018

Please note: Breakfast time for the whole conference: 07:00 to 08:20. Please Check out and leave

your luggage in the luggage room at the reception.

08:30-08:45 Announcements

Plenary (Round 5)

08:45-09:05

Presentation 17:

“Towards a Cross-cultural Approach to the Teaching of EFL Language Functions:

Guidelines and Misconceptions.” Hicham Latif

09:05-09:25

Presentation 18:

“Learning as Open Space: Exploring the Assets of the Third Teacher.”

Abdellah Yousfi

09:25-09:45

Presentation 19: “The Effects of Literature Circles on Students’ Reading Comprehension Skills.”

Ahmed Ait Bella


“English Language Textbooks in Moroccan Schools: Time for Change.” Abdelmajid Nacer

10:05-10:25

Presentation 21:

“The Impact of Pedagogical Beliefs on Teachers’ Technology Integration.”

Hicham Fatmi

10:25-10:45

Presentation 22:

“Designing Paragraph Writing Course through Constructive Alignment for

S1UniversityStudents.” Khadija Sekkal

10:45-11:05

Presentation 23:

“The Effect of Practice Teaching on the Self-efficacy Beliefs of Pre-service

Teacher Trainees: The Case of ENS-Rabat.” Adil Azhar



11:30-12:30

Workshop 13:

“Gaming as a Teaching and a Learning Tool within the Tsunami of Distractions.”

Nihad Karkach

Workshop 14:

“The Gamification of the Learning Process: From Perception to Practice ”

Yassine Benhadj and Mohammed El Messaoudi

Workshop 15:

“The Teenage Mind.” Kathryn kelly

12:30-13:00 Round table & Closing Ceremony

13:00 Lunch & Departure (Have a nice trip and see you next year inchallah.)

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Abstracts and bio-data

Papers

Keynote Speech: Abdelkader Ezzaki

Abdelkader Ezzaki, Ph.D., Chief of Party, National Project for Reading (NPR), Creative Associates

International

Abstract: In this presentation, the author draws on insights from the current educational literature as

well as several years of professional experience in teaching, training and educational development.

His overall proposition is that, while current and future ELT teachers should embrace technological

innovations and develop new instructional skills, they should, nevertheless, maintain, adapt or even

promote certain aspects of the well-established professional wisdom. To develop this proposition, the

author identifies eight constituents of effective teaching or what he refers to as “the 8 faces of the

effective teacher”. These constituents comprise, among other things, quality instruction, learning

relevancy, modeling, innovation, inspiration for learning, and professional development. Anchored

in both the current wisdom and in the future horizons, these constituents of educational effectiveness

are discussed and exemplified in terms of both theory and local practice.

Presentation 1: Investing in teachers is investing in human capital, Mohammed Melouk

In this era of globalisation characterised by rapid socioeconomic and cultural changes due to the

impressive impact of new technologies and the Internet, the field of education is not only called upon

to meet current needs of students and society, but also to prepare future generations. Since teachers

are at the heart of the educational enterprise, this presentation is an attempt at addressing some general

issues and raising questions pertaining to the roles and functions of schools and learning, with a focus

on teachers. To shed light on these issues, a framework inspired by the theory of human capital is

adopted here.

Bio-data: Professor Emeritus, Faculty of Education, Mohammed V University, Rabat. Areas of

interest include Applied Linguistics and TEFL with a recent focus on research methodology and

evaluation. A member of study groups, committees and experts at the university level, the Ministry

of Higher Education, the Higher Council of Education, and International Organisations (UNDP,

UNESCO, The Council of Europe). Publications, mostly in English, with some in French and Arabic,

cover a wide range of issues in Applied Linguistics, Education, and Literacy.

Presentation 2: On the Relevance of the ELT Textbook in the “Globalized” Moroccan

Classroom, Reddad Erguig

Abstract: The dialectical relationship between globalization and Web 2.0 technology has had

ramifications that have left their imprint on all domains of life, including education. Internet-based

technologies and information superhighways have indeed reshaped the map of English language

teaching; the strongest impact has by far been observed in teaching resources and materials, which

have exploded exponentially, resulting in doubts being cast upon the very role of the textbook. The

easy access to incredibly large amounts of materials by ELT practitioners worldwide as well as in

Morocco calls into question the status of the textbook. In fact, the literature abounds with research

that critiques textbooks for being inadequate and fraught with limitations and inconsistencies (Byram,

1990; Block, 1991; Little, Devitt& Singleton, 1995; Altan, 1995; Harmer, 2001; Woodward, 2001;

Howard & Major, 2005). At the same time, however, there is a substantial body of research which

celebrates the use of textbook in language learning ((UNESCO, 2016; Tomlinson 2012; Howard &

Major, 2005; Woodward, 2001; Harmer, 2001; Block, 1991; Hutchinson & Torres, 1994). This paper

aims to contribute to this debate with a special focus on the relevance of the textbook in the new

millennium. Undeniably, teachers can avail themselves of online resources to inform their teaching

and boost their students’ learning; however, based on my experience as an ELT instructor, my

contention in the present paper is that despite its limitations and the criticism leveled against it, the

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textbook remains indispensable in the current “globalized” Moroccan ELT classrooms for the

multitude of benefits it has for both teachers and students. I will discuss the arguments advanced by

the opponents as well as the proponents of the relevance of the textbook in the classroom, and then

make the recommendation that it is high time ELT instructors reconnected with the textbook and, if

need be, supplement it with online recourses rather than supplant it.

Keywords: Textbook, Morocco, globalization

Bio-data: Reddad Erguig is enseignant-chercheur at the Faculty of letters and Humanities, Université

Chouaïb Doukkali in El Jadida. He received his Doctorate degree from Mohamed V University in

Rabat in 2003, and he joined Chouaib Doukkali Universityin the same year. He was a Fulbright

visiting scholar at the University of Massachusetts, USA, in 2009. He is an active member of both

the Applied Language and Culture Studies Lab (ALCS) based at Université Chouaïb Doukkali and

the Moroccan Association of Teachers of English (MATE). His main research interests include both

adult literacy education and English language teaching in Morocco. He has published many articles

on adult emergent literacy and English language teaching in journals both in Morocco and abroad.

He has also presented papers and moderated workshops in many national and international

conferences

Presentation 3: Enhancing Moroccan EFl Learners' Speaking Skills, Mohamed Hammani

Abstract: Learning to speak a language is not a question of acquiring a set of rules and building up

a wide vocabulary. Rather, it is how one can communicate what has been learnt effectively. In

Moroccan high schools, the EFL learners find themselves in the position of violinists who have learnt

a great deal of things about harmony but they cannot play the violin. That is, they are bombarded with

a lot of grammar rules without being able to speak correctly and intelligibly. Moreover, such learners

are trained to use their eyes instead of their mouths, and this definitely makes them unable to speak

fluently or achieve anything like correct pronunciation namely stress and intonation. The latter are

noticeably neglected by textbook designers and hence by Moroccan EFL teachers. Questionnaires are

used a data collection technique in this study. This paper examines the reasons why Moroccan EFL

learners cannot achieve certain degree of fluency in speaking although they seem to accumulate a

wide breadth of knowledge about English grammar rules. Moreover, it provides some pedagogical

and practical suggestions to help both EFL teachers and textbook designers enhance the Moroccan

EFL learners’ speaking skills.

Keywords: Received Pronunciation, Fluency, ICT tools, Communicative Competence

Bio-data: Hammani Mohamed is a Public High School Teacher. He has been teaching English for 9

years. . He obtained his Master Degree in a TEFL program in 2013. He is currently a doctoral

researcher at Ibn TofailUniveristy. He has taught in both Ibn Tofail University and National School

of Architecture (Rabat) as a temporary teacher. His research interests are Pragmatics, Applied

Linguistics, and Phonetics.

Presentation 3: Teachers Burn Out, Nabila Elyazale and Hayat Naciri

Abstract: “Teaching is an intellectual endeavor which involves love, anger, depression, hope and

possibility”, (Tateo 2012). It is a profession which is charged with emotions since it has the caring

aspect. We, as teachers, most times think of our students, weather we are doing our duties in the

appropriate way for our students to get the message. We feel happy when we see satisfaction in their

eyes believing that our job has been performed in the most possible efficient way. However, we hardly

think of all the stress and pressure we go through before, during and after classes to achieve our goals

with our clients. Teaching is one of the most stressful jobs in the world, like in a theater, all audiences’

eyes are directed towards the actor, expecting the best from him/her. Eventually, we are filled many

times, with lots of negative emotions related to pressure, changes in the profession and failures, which

we cannot project on our clients. We rather direct them to other targets like the institution

organizations, families, colleagues, etc. This presentation has two objectives: First, to explore the

different ways teachers deal with this professional ‘burn out’ and second, to suggest some additional

tips in this regard.

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Bio-data: Nabila Elyazale is a doctorate holder in discourse analysis in 2012. She has been teaching

in ENCG Casablanca since 2013.

Bio-data: Hayat Naciri is a doctorate holder in gender studies. She has been teaching in Faculté Beni

Mellal for 6 years.

Presentation 5: Co-Curricular Activities at ENS-Rabat: Achievements and Limitations of the

Department of Foreign Languages & Cultures, Imane Nejjar

Abstract: This presentation aims at shedding some light on the importance of organizing co-

curricular activities (CCAs) as an integral part of any quality educational program, and more

specifically in a teacher education program. It takes as an example of this effective educational

practice, the modest experience that the Department of Foreign Languages & Cultures (DFLCs) at

ENS-Rabat has gained especially over the last decade. Indeed, the regular scheduling of a rich variety

of CCAs in the department TESOL program throughout each academic year has had a lot of beneficial

impact on the student teachers both at the academic and personal levels. Not only has it helped them

perform better in their academic courses and during their practice teaching, but it has had an amazing

impact on the overall development of their character and personality. Organizing CCAs by DFLCs

has known many challenges, however. But the since the gains for the TESOL students far outweigh

the challenges faced in the organization of such activities, the Department will always seek to

integrate CCAs in its teacher education program.

Bio-data: Imane Nejjar is a teacher trainer at Ecole Normale Supérieure, Rabat. She had a BA from

Med V University, Faculty of Letters and Humanities, Rabat, and an MA from Old Dominion

University, Norfolk, Virginia. She participated in an online course on “Shaping the Way We Teach

English” with the University of Oregon in 2007 and took part in a teacher training program on

“Cooperative Learning and Kagan Structures” in Orlando, Florida in July 2011. She was also the

winner of The Pearson ELT Teacher Award for the Africa & Middle East region in 2017.

Imane Nejjar has participated in and/or attended several international conferences held in Morocco,

and some other countries overseas (UK, USA, Egypt & Jordan). Her main interests are ELT, Teacher

education, Educational Psychology, Comparative Education, Quality Education, Inclusive Education,

ICT for ELT, Cross-Cultural studies, Languages and Literatures.

Presentation 6: Expanding and Improving English Language Education in Morocco: The

Mission of the English Teaching Internship Initiative (ETII), Peter Boller

Abstract: A presentation at the MATE conference would provide an opportunity to share information

about an exciting new English teacher training program in Morocco: the English Teaching Internship

Initiative. The ETII addresses two interrelated challenges facing Moroccan youth, namely the lack of

access to education and the lack of marketable skills. The ETII tackles these challenges by using

English language education as a vehicle of professional development, while pairing up these two

distinct groups of Moroccan youth to the benefit of each: English BA holders and beneficiaries of

handicraft and Entraide Nationale training centers. The structure of the ETII follows a ‘cascading’

model, wherein experience and know-how passes from each beneficiary group to the next. Starting

at the top, first, professional teacher trainers train a select group of English BA holders in English

language pedagogy at local ALCs. Second, these English BA holders are then dispatched to local

handicrafts-vocational schools to work as English teaching interns, gaining valuable professional

experience while providing a service to their community. Thirdly, the trade school students gain

English language skills that hopefully they’ll be able to use in selling their goods to international

customers, while leaving them with a more favorable impression of Morocco. This model is

adaptable, cost-effective and impactful thanks to the ETII’s diverse range of national-level

partnerships with the Moroccan Ministry of Handicrafts, the Moroccan Ministry of Higher Education,

Entrai de Nationale, USAID, the American Cultural Association and the PAS at the US Embassy

Rabat.

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Bio-data: My name is Peter Boller and I am an ALC English teacher and the founder of the ETII.

After a 5-year career teaching English in French high schools and universities, while earning an MA

in Comparative Literature, in 2015 I won a Fulbright ETA grant and moved to Fez. In Fez, I taught

in the English department at USMBA. Out of this experience, after having secured support from the

ALC Fez and the US Embassy Rabat, I founded the ETII in 2016. Thanks to its success in Fez in

2016-2017, I coordination the ETII's expansion to 6 new cities.

Presentation 7: EFL and Human Development in Morocco: MATE ACCESS Programme as a

Case Study, Azize Kour

Abstract: English as Foreign Language learning in Morocco was not until recently a priority for

different education-based institutions. It was/has been ranked as secondary to French in all school

levels. Yet the new demanding job market (has) instigated learners to seek means and ways to better

their spoken and written skills in English. Different language schools and educational brands came to

the fore to attract as many EFL students as possible. Yet, MATE ACCESS stands out, it seems to me,

these lucrative commercial investments. This Micoscholarship programme managed jointly by

MATE (Moroccan Association of Teachers of English) and RELO (Regional Language Office) has

positively impacted the lives of many students. This study seeks to figure out the subtle relationship

between English Language learning and human development in Morocco. A questionnaire will be

administered to a cohort of MATE Salé Alumni when four of them will be interviewed in an attempt

to unravel their viewpoints about the success/failure of this program in its manifestly publicized

mission statement: ‘to empower the disadvantaged learners by means of EFL’.

Key words: MATE, ACCESS, (human) development, EFL, attitudes

Bio-data: Azize Kouris an assistant professor at ENSIAS (Ecole Nationale Supérieure

d’Informatique et d’Analyse des Systémes) in Rabat. His main interest and training is Cultural Studies

with a special focus on cultural identities. He is a member of Research in Applied Linguistics Group

affiliated to The Institute of Arabisation for Researches and Studies and a permanent member of the

research center of the faculty of letters and humanities in Rabat. In parallel to his academic profile,

he is an active member of civil society. He is the president and local manager of the Moroccan

Association of Teachers of English (MATE) in Salé. He has been equally managing the International

Microscholarship Program called ACCESS since 2009 in Salé.

Presentation 8: 21st Century Good Practice Compass, Fahmi El madani

Abstract: To guarantee success when dealing with change , we need a compass that should guide

us .It is thought that moving from an approach to another is an easy task but it is wrong .Trying the

21st century pedagogies requires a road map that can facilitate the task of teachers and eventually

lead to good practice. This presentation will attempt to show what should be done to make sure the

implementation of a new pedagogy is successful.

Bio data: Fahmi El madani is an English Language teacher at The Royal Navy School, Casablanca,

a college for future engineers. He is the Secretary General of the Moroccan Association of Teachers

of English (MATE).He has worked in the field of education for more than 20 years both as a teacher

and a trainer serving the Moroccan ELT community. His main focus is on students’ strategies in non-

English environments. He believes that the development of these strategies is necessary for the

success of any teaching and learning process. He is also interested in teacher professional

development, without which teaching becomes stressful and boring.

Presentation 9: Ensuring Quality English Language Teaching and Learning through Quality

Teaching Materials, Said Elmouhtarim

Abstract: Quality English language teaching and learning is an aspiration of modern language

education. Many components come into play when this issue is raised. It involves all the elements

inherent in education - starting from the curriculum, the teaching methods, the syllabus and the

teaching materials. Actually, there are many challenges facing this aspiration. Entitled Ensuring

Quality English Language Teaching and Learning through Quality Teaching Materials, the current

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paper discusses the substantial role of quality teaching materials in optimizing a favorable climate for

quality teaching and quality learning. The paper shows that quality teaching materials must meet

some requirements to fulfill the instructional mission. Since we are dealing with a new generation of

students, most of them being digital learners, the needs and learning styles of this particular target

population should be taken into consideration while designing teaching materials. Besides, these

materials should be subject to regular up-dating and should appeal to students’ changing interest.

Above all they should maximize and maintain the motivation of this type of learners in this new

millennium and in the era of globalization.

Key words: English language education, quality, teaching materials

Bio-data: Elmouhtarim Said: Teacher of English at Faculty of Letters and Human Sciences, Beni-

Mellal. Main areas of interest: Applied linguistics, Sociolinguistics, Technical Translation, Discourse

and Media studies. MATE member for more than 20 years. I am a professor at the Advanced School

of Technology in Salé. I hold Ph.D. degree in Applied Linguistics and Cross-cultural Pragmatics. I

have been involved in EFL teaching for the last twenty years. I am doing research in Cross-cultural

Pragmatics, Interlanguage Pragmatics, ICT, and Applied Linguistics.

Presentation 10: Students and Teachers’ Perceptions of the Performance of Native and Non-

Native Teachers of English (The American Language Center in Fez as a case study),

Fadoua El-Hmaydi

Abstract: Since non-native English speaking teachers (NNESTs) are always compared with native

English speaking teachers (NESTs) on linguistic grounds, their similarities and differences as English

teachers are worthy of investigation. This study reports on a mixed methods study which examines

the potential similarities and differences of NNESTs and NESTs’ teaching performance through the

perceptions of students and teachers at the American Language Center (ALC) in Fez. For the purpose

of data triangulation, data were collected through the use of a questionnaire completed by 40 students

studying at the ALC in Fez. Semi-structured Interviews were conducted with 16 NESTs and NNESTs

teaching at the ALC. Findings show that NNESTs and NESTs are perceived to have distinctive

linguistic, socio-cultural and pedagogical similarities and differences. An interesting finding is that

some of the perceived similarities and differences are complementary. This study has theoretical

implications for conducting more research on this issue within the Moroccan context, and some

pedagogical implications for NESTs and NNESTs’ collaboration

Bio-data: Fadoua El-Hmaydiis a doctoral candidate in "Laboratoire de recherche en Langue,

littérature, communication et didactique" (2LCD) at Dhar El Mehraz Faculty, Fez. She is currently

working as a high school teacher of English in Sefrou. In 2016, she got her Master degree in Applied

Language Studies and Research in Higher Education at Sidi Mohammed Ben Abdellah University,

Dhar al Mehraz, Fez.

Presentation 11: Alternative Pedagogies in Teaching English as an EIL, Noureddine Bendouqi

Abstract: Promoting students’ language proficiency goes primarily through the enhancement of their

receptive and productive communication skills. At the operational level, they should be helped with

sub-skills such as analysing information, drawing conclusions, responding and reacting to questions

and ideas, engaging actively in conversations, expressing their understanding and opinions on topics

of personal interest and global significance, and interpreting aspects of format and style. Generally

speaking, teachers need to take into account variables related to 21stcentury learner characteristics.

A pedagogically competent teacher therefore means that, in addition to the mastery of the language,

he or she is aware of alternative methods or strategies that allow him/her to select the teaching method

that is most effective in helping students achieve course objectives.

The present paper draws on research that approaches the teaching learning process form the

perspective of the digital learner and hopes to answer questions related to students’ attention span,

discipline problems, and at the same time tackles how teachers use of feedback, plan and implement

major assessments, impact students that were unreachable.

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Bio-data: Noureddine Bendouqi is an inspector of English in the academy of Casablanca-Settat. He

has been in the profession for the last 29 years and served the English Language Teaching community

from different positions. He gained knowledge and experience in the management of education when

he worked in the ministry headquarters. He is a former pedagogical advisor to the secretary of State

in Charge of School Education, 2007 – 2012. He acted as International Quality Control Monitor with

the OCDE and the International Evaluation Agency. He also served as MATE president, (Moroccan

Association of Teachers of English) for two terms of office, 2010-2012 and 2014- 2016 and is now

the first vice president. Mr. BENDOUQI is so much interested in teacher education, curriculum

design, quality management, and cognitive sciences namely cognitive psychology, applied

psycholinguistics, and neuro-linguistics.

Presentation 12: Avenues for Teacher Professional Development through the Regional English

Language Office, Russell Barczyk

Abstract: Looking to expand your CV and grow professionally? Want to learn about more ways to

keep your classroom fresh and dynamic and enjoy your work more? Want to network with more

teachers and expand your community? Learn about online and in-person programs and opportunities

for English language teachers sponsored by the U.S. Department of State. Hear also about a number

of resources filled with lesson plans, ideas, and materials for busy teachers.

Bio-data: Russell Barczyk is the Regional English Language Officer based in Rabat and covering

Algeria, Libya, Morocco, and Tunisia. As RELO he served one tour in Washington D.C. in the Office

of English Language Programs and one tour in Kathmandu, Nepal. Previously he worked as an

English Language Fellow in Morocco, Lebanon, Bahrain, and Turkey. His work as a Fellow placed

him at a university, a teacher training center, a ministry of education, and several teachers'

associations and NGOs. He was an English Language Specialist in Mexico, Chile, Guyana, Congo,

Jordan, and Cambodia working with teachers and facilitating seminars. He has also taught at

universities in the U.S., Germany, Thailand, and Oman. He enjoys talking about and learning more

about student-centered teaching, cooperative learning, educational technology, and teacher

professional development.

Presentation 13: Professional Learning Communities in Action: The case of Essmara PLCs,

Morocco, LahcenTighoula and Abdelaziz Stari

Abstract: Professional learning communities (PLCs) have recently been established as the main

professional development mode in Essmara ELT community. Since our report of the project last year

during MATE 37th annual conference, PLCs have gained more autonomy and established their own

pace of collective learning. In this presentation, we will share our current projects and invite

participants for feedback as part of our learning journey.

Bio-data: Lahcen Tighoula is an ELT supervisor in AREF Laayoune Saqya Lhamra. He graduated

from the inspectors' training center in Rabat in 2014. Pior to that, he worked as a teacher of English

in Guelmim for 14 years. He was president of MATE Guelmim regional branch for two terms and

currently MATE 2nd vice president. His main interests are teacher education, cross-cultural education,

and ELT methodologies.

Bio-data: Abdelaziz Stari has been teaching English since 2006. He is a former Fulbright in 2012,

secretary general of MATE Smara Branch, and counsellor in MATE national board. He got his BA

in English linguistics from Ibn Zohr University in Agadir 2005. He also got a certificate as Microsoft

Certified Educator in 2016.

Presentation 14: Improving EFL Learners’ Critical Thinking Skills in Argumentative Writing,

Nabila Nejmaoui

Abstract: In the 21st century where information has become easily available and accessible

everywhere, education has shifted its attention to teaching students how to process and think critically

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about the information they receive. Welcoming the changes that education constantly witnesses, the

field of English Language Teaching (ELT) has embraced the integration of critical thinking.

Accordingly, the present paper aims to explore the effect, if any, of integrating critical thinking on

learners’ use of critical thinking skills in argumentative writing. To this end, an experimental study

was conducted; 40 Moroccan EFL learners from the department of English were divided evenly into

an experimental group and a control group. While the participants in the experimental group were

taught writing with critical thinking skills, the others were taught writing with no reference to critical

thinking. The participants in both groups took a pre-test and post-test to evaluate the development of

their use of critical thinking skills in argumentative writing. The data has been quantitatively analyzed

in order to infer (i) the extent to which EFL learners use critical skills in their argumentative writing

and (ii) how critical thinking instruction helps them assess arguments and write valid arguments.

Bio-data: Nabila Nejmaoui is a doctoral researcher at Mohamed V University. She is currently

conducting research on the efficacy of critical thinking instruction on university students’

achievement in writing. She is also an ELT instructor at tertiary level. Her research interests involve

critical thinking development, English language teaching, curriculum development, education etc.

Presentation 15: E-training: a choice or a necessity? Mohamed Bakkas

Abstract: It is sometimes very difficult to bring teachers together for a workshop or training. It costs

a lot of money, keeps learners away from school and is sometimes impossible to meet at all given the

distances between schools, villages and cities. How can we meet then and learn from each other? The

answer is resorting to the net to make those meetings possible. It goes without saying that nearly all

teachers have access to the internet and are ready to join training sessions online. They can interact

with one another, learn from one another and support each other. Electronic training is , then, a means

to carry out pre-service and in-service trainings. Let us give it a try. We are invited to keep trying so

as to keep learning.

Key words: e-learning, e-training, professional development, online courses, ICT.

Biodata: Mohamed Bakkas is an ELT supervisor in Taroudannt. He got his DEA in Historical

linguistics in 1996. He taught English as a Foreign Language for seventeen years in Taroudannt. He

benefited from a lot of trainings inside Morocco and abroad. He also benefited from two exchange

programmes in the UK and the US. He delivered a lot of presentations and facilitated workshops in

various local, regional and national conferences. He coordinated an English club at Ibn Soulaimane

Roudani and won many prizes locally, regionally and nationally. He won the International School

Award offered by the British Council in 2012. He is the Ambassador of Good Will of Arkansas State,

the United States of America. He believes that learning never ends. So, let us keep learning.

Presentation 16: Using Web 3.0 to Enhance ILOs focusing on LAD, Fouad Boulaid

Abstract: The study scrutinizes the role of Web 3.0 in sustaining and promoting the Intended

Learning Outcomes (ILOs) in Higher Education. ILOs encompasses three basic elements:

Leadership, Autonomy and Diversity (LAD). The project thus highlights the extent to which

university learners are willing to engage, take initiative, diagnose learning needs, lead, and learn in

diversity. The study targets University learners of English at three Moroccan universities: Al

Akhwayn University in Ifrane (AUI), Sidi Mohamed Ben Abdellah in Fes (SMBAUF), and Moulay

Ismail University in Meknes (MIUM). 326 students accepted to take part in the study, 170 who filled

in the questionnaires exhaustively. The informants were exposed to Web 3.0, and the project lasted 4

weeks. Analyses of the questionnaires’ responses prior to and after the exposure to Web3.0 revealed

that the latter plays a crucial role in promoting LAD.

Bio-data: Fouad Boulaid is PhD student at Sidi Mohamed Ben Abdellah University in Fes (SMBAU).

He is currently working as Student Affairs Staff at Al Akhawayn University in Ifrane (AUI). He is

also a Part-time Teacher at Moulay Ismail University in Meknes and Sidi Mohamed Ben Abdellah

University. His interests are Web 3.0, Web 2.0, TEFL, ESP, Drama, and he is Advisor to University

Drama Clubs at AUI and MIUM.

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Presentation 17: Towards a Cross-cultural Approach to the Teaching of EFL Language

Functions: Guidelines and Misconceptions, Hicham Latif

Abstract: The official pedagogical guidelines for the teaching of English in Morocco have stressed

the importance of teaching language functions or speech acts in order to equip Moroccan students

with the necessary communicative skills to face the challenges of the 21st century. However, current

ELT classroom practices and Moroccan high school English textbooks seem to deal with these

language functions very superficially mainly highlighting their formulaic aspects. The official high

school textbooks abound with misconceptions and over-generalizations about the appropriate use of

many functions such as requests, advice, invitations...etc. We believe that in order to achieve the

objectives of the pedagogical guidelines for the teaching of language functions, ELT practitioners

and textbook writers need to benefit from the findings of applied linguists in the fields of Cross-

cultural and Interlanguage Pragmatics, who adopted a cross-cultural approach to describe the

differences between native speakers and foreign language learners. In this paper, we outline the

advantages of adopting a cross-cultural approach to the teaching of language functions. We also

explain some of the misconceptions associated with concepts such as directness, politeness, and

formality, providing illustrations from some of the official Moroccan ELT textbooks. The paper ends

with a number of principles to be considered by ELT practitioners when teaching language functions.

Bio-data: I am a professor at the Advanced School of Technology in Salé. I hold Ph.D. degree in

Applied Linguistics and Cross-cultural Pragmatics. I have been involved in EFL teaching for the last

twenty years. i am doing research in Cross_cultural Pragmatics, Interlanguage Pragmatics, ICT, and

Applied Linguistics

Presentation 18: Learning as Open Space: Exploring the Assets of the Third Teacher,

Abdellah Yousfi

Abstract: With the right to access information becoming more and more widely democratic thanks

to unprecedented advances of technology, learning as a linear process of knowledge accumulation

and success as a process of conformity to prescribed outcomes are condemned to death. The machine

age model is part of the past and a plea for more liberal, interpersonal education-for-growth is gaining

ground. Multiple teaching and learning experiences are redesigning the roles of schools, teachers and

learners as the nucleus of community development. Schools’ role is no longer to prepare for the real

world but it has to create and host it. Students need to learn to live together, think collectively and

solve problems together. Teachers have to become designers of learning scenarios in real as well as

virtual space needed in the 21st century communication networks. School and community ought to

fuse in one and only one organism. Three key terms to get there: imagination, creativity and

innovation.

Bio-data: Abdellah YOUSFI is a senior inspector and coordinating supervisor at Fes-Meknes

regional Academy. He holds an Advanced Certificate of Teacher Education and Supervision

(ACTES) from Edinburgh College of Education and a Masters’ degree in Education from The

University of Manchester. He is also an alumnus of The International Visitor Leadership Program

and ambassador of good will for the state of Arkansas, in the USA. His main interests are teacher

education and training, innovation, change management, educational management, assessment and

ICT.

Presentation 19: The Effects of Literature Circles on Students’ Reading Comprehension Skills,

Ahmed Ait Bella

Abstract: Over the years, teaching reading comprehension skills in Moroccan EFL classes has been

considered as an issue of pivotal importance to teachers, textbook writers, supervisors, researchers,

and the ELT community as a whole. In this regard, text genres, text content, and the instructional way

of teaching reading comprehension skills which are incorporated in the current educational system

are apparent problems. That being mentioned, when students are faced with reading materials,

comprehension difficulties are recognized. In other words, a majority of students have problems

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comprehending what they are reading. A new reading comprehension teaching method that would

help students improve their comprehension skills, namely inferencing, paraphrasing, and

summarizing is needed. Literature circles as a collaborative instructional way to teach reading

comprehension is argued by great scholars to help students increase their comprehension skills. Also,

it helps shift from old traditional settings to much more learner-centered classes where students

become more autonomous (Daniels, 2002). Thus, participating in a literature circle better promotes

learner autonomy. Most importantly, literature circles require students to be engaged along with their

peers in group discussions about the reading material. Teaching students to experience reading

comprehension in such a new effective way is reported to impact students’ comprehension skills

positively (Furr, 2004). For all the considerations mentioned above, this paper tends to compare the

use of literature circles to the usual way of teaching reading, and come up with conclusions

concerning the effects of participating in literature circles on 2nd year baccalaureate Moroccan EFL

high school students’ comprehension skills.

Bio-data: Ahmed Ait Bella is a high school English language teacher in Agadir, Morocco. He has

been teaching English for nine years now. He got his MA in Applied Linguistics and Language

Studies from the faculty of letters and Human Sciences, Ibn Zohr University, Agadir.He is an active

member of the Moroccan Association of Teachers of English (MATE) Agadir local branch. During

his teaching experience, he has participated in several regional and national conferences. Also, he

benefited from many trainings inside Morocco. He has been a mentor to many EFL trainees,

volunteered for extra work, conducted workshops, and coordinated educational clubs at his high

school and in different establishments with different organizations.

Presentation 20: “English Language Textbooks in Moroccan Schools: Time for Change.”

Abdelmajid Nacer

Presentation 21: The impact of pedagogical beliefs on teachers’ technology integration,

Hicham Fatmi

Abstract: Identifying teacher pedagogical beliefs related to teaching practices with technology may

explain why some teachers do not integrate technology into teaching or respond to the efforts of

government and educational institutes to promote teacher ability of technology use in Morocco. This

paper reports the results of a study investigating Moroccan EFL teachers’ pedagogical beliefs, and

the relationship between these beliefs and teachers’ level of technology integration. This paper also

discusses the implications of the findings of the study for practicing teachers, for professional

development, and for curriculum development

Bio-data: Hicham Fatmi is a professor at the School of Arts and Humanities – University Moulay

Ismail –Meknes. He holds a PhD in technology integration in the EFL classroom. His main academic

interest areas include: instructional technology, teacher education and teacher training, computer-

mediated communication and social networks, and research methodology

Presentation 22: Designing Paragraph Writing Course through Constructive Alignment for S1

University Students, Khadija Sekkal

Abstract: Designing a course for Moroccan university students has been a challenge recently. Large

groups of students overcrowded in large rooms or auditoriums necessitate the tutor to design

successful courses requiring careful planning with constant adjustments. Paragraph writing course,

which prepares students for academic writing, is considered as part and parcel of the learning process;

however, the final writing production of students proves to be not as good as generally expected

(Nuan 1989, Hyland 2003, Al Murshidi 2014). Since it is an inescapable skill for EFL learners as it

is the basis for many other courses, its design process should be based on an approach that corresponds

to tertiary education and that places learners at the heart of the educational process. For this reason,

the paper will present how a paragraph writing course is designed for S1 students at Sidi Mohamed

Ben Abdellah University, Faculty of Arts, Sais Fes. Opposite to traditional methods of teaching which

spoon-feed students, the constructive alignment method, designed to foster deep learning, is adopted

16


in the study. Therefore, the paper will provide an overview on constructive alignment method, the

methodology adopted, and the paragraph writing course design applying Bigg’s model of constructive

alignment.

Key words: paragraph writing, course design, constructive alignment

Bio-data: My name is Khadija Sekkal. I was born in 1978 in Agadir. I am married and a mother of

two children. I live in Fez. I got my B.A. at Ibn Zohr University; then, I got my D.E.S.A. in 2003

and doctorate in 2007 at Sidi Mohamed Ben Abellah University, Faculty of Arts, Dhar Lmehraz,

U.F.R : gender studies. I was teaching at Ibn Tofail University, Faculty of Arts, English Department

from 2007 to 2017. This year, I joined Sidi Mohamed Ben Abdellah University, Faculty of Arts Sais

Fez. I became an associate professor in 2014.

Presentation 23: The Effect of Practice Teaching on the Self-efficacy Beliefs of Pre-service

Teacher Trainees: The Case of ENS-Rabat, Adil Azhar

Abstract: Given the important role that practice teaching has in teacher pre-service education, the

TESOL program at Ecole Normale Superiéure in Rabat has always insisted on providing the trainees

with the most efficient and effective practice teaching experience. The rationale for planning practice

teaching in real contexts is to allow the trainees the opportunity to reflectively put into practice the

pedagogical knowledge and teaching skills they have developing in simulated contexts through the

theoretical and practical modules of the teacher education program. Within this context, the present

paper reports on a study adopting a self-efficacy approach to make sense of professional development

over a five week period of practice teaching. The objective is to evaluate the 22 teacher trainees’ self-

efficacy beliefs before and after the practicum in an attempt to understand the role of practice teaching

in enhancing their beliefs about their aptitude for teaching and self-confidence, both of which are

considered as foundational for the development of teacher professional identity. The results would

shed light on the extent of development hypothesized for pre-service practice teaching, in addition to

the specific areas of pedagogical skills that benefit the most.

Bio-data: Adil Azhar received his Doctorate in Intercultural Communication from the University of

Mohammed V-Agdal in 2013. He is currently a professor of TEFL and teacher trainer at Ecole

Normale Supérieure, Mohammed V University in Rabat, Morocco. In addition to English language

teaching, he has taught several courses on communication, language teaching methodology, language

learning theories, TEFL, multicultural education, values in language teaching, and research

methodology. He has participated in a number of national and international conferences. His research

interests include ELT methodology, teacher education, educational research, and communication

theory.

Workshops

Workshop 1: Literature Circles: A strategy that works, Fahmi El madani

Abstract: During this workshop, teachers will actively participate in a number of activities to

understand how to use literature circles with their students. They will also discuss different ways to

effectively incorporate literature circles into their teaching.

Bio data: (see above in the presentations section)/

Workshop 2: Task-based learning and teaching, Lhoussaine Rahhou

Abstract: So many teaching practices in Moroccan classrooms still rely heavily on Presentation-

Practice and Production (PPP) framework. Yet, there are a lot of things that are wrong with PPP

model. Thus, we suggest that task-based learning and teaching can be one of the alternatives to

enhance learning. It is an approach to language teaching that can be manipulated and adapted by

teachers in terms of the characteristics and the needs of the learners.

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Bio-data: Rahhou Lhoussaine is an ELT supervisor in the directorate of Rehamna. He graduated

from CFIE in 2017. He is an active member of many associations both in the arena of education and

human development. His fields of interest include project-based learning, alternative assessment and

the use of games in language learning.

Workshop 3: Interactive Vocabulary Games, Wendy Reed

Abstract: Teaching vocabulary does not have to be boring or rote! Using an interactive, integrated

skills approach is fun for all levels and helps students stay engaged in the learning process. In this

workshop, you will take away at least 10 new ideas on how to teach vocabulary more effectively.

Bio-data: Wendy Reed is an English Language Fellow, sponsored by the U.S. Department of State,

in Tangier, Morocco. She has more than nine years’ experience as an English Instructor, Teacher

Trainer, and Education Consultant. She has taught and led professional development workshops for

teachers in the Middle East, Europe, Northern Africa, and East Asia. She received her M.A. in TESOL

from the American University in Cairo.

Workshop 4: How to Integrate the 4 Skills In One Lesson, Rachida Guelzim

Abstract: In this workshop, we will be looking at ways of using activities related to the four skills

and ways of integrating these skills in the same lesson. By trying these activities, the participants will

be convinced that by using teamwork, different interactions, a variety of tasks, even when dealing

with large groups and minimal facilities, it is always possible to integrate the 4 skills in our lessons.

This workshop will be an opportunity for every participant to engage in this adventure, share their

ideas but above all, to reflect on them!

Bio-data: Mrs Rachida Guelzim graduated in 1975 from Roosevelt High school, St Louis Missouri

USA. She studied for 4 years at the University of Aix-en-Provence, in France and graduated in 1986

with a B.A. in Teaching English as a Foreign Language from The Ecole Normale Superieure of Rabat

Morocco. She was a member of the National Textbook Commission. In the last three decades, she

has been training novice teachers at the Ministry of Education and teaching General English, Business

English and Legal English at the British Council Rabat. She is also, a Cambridge PET/KET/FCE and

IGCSE examiner. She has attended several training cours and has also been a Fulbright student in

Chicago, Illinois USA in 1993. She is a former supervisor and teacher trainer at the Academy of

Rabat and is currently a teacher trainer and teacher at the British Council Rabat. She has been a

member of MATE for the last 38 years. She has delivered trainings in Morocco, Algeria, Tunisia,

Libya, the UK and Poland.

Workshop 5: Coping with mixed ability classes: students-friendly options,

Abdelkrim Mabchour

Abstract: Large class is by definition mixed ability classes. A challenge facing teachers of such

classes is how to cater for all students and avoid focusing only on some to the detriment of others.

The objective of this workshop is to help teachers involve as many students as possible, regardless of

their level of proficiency. Participants will explore techniques and design activities that can make

content accessible to and tasks manageable by the majority of students in the same class.

Bio-data: Abdelkrim Mabchour is a supervisor and regional coordinator in Casablanca-Settat. He

graduated from the CFIE in 1997. His interests include testing, writing, material design, teacher

education and translation.

Workshop 6: Teaching and Learning in the Digital Age, Ali Anthony Bell

Abstract: The focus of this workshop is to discuss, to share experiences and ideas, and to consider

how to optimize learner experience with New Technologies while avoiding the traps and obstacles

that these same technologies present. The digital age is upon us, this is an undeniable fact, and the

new generation of learners is completely immersed in the use of digital technology; it is woven into

the fabric of our everyday lives. One of the basic principles of effective language learning is learner

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interest and involvement and NT opens up infinite possibilities to accomplish this. There are many

citable examples of how NT has been used in creative ways to enhance learner experience and

improve outcomes. It is for this reason that, personally, I have been promoting the use of NT and

digital applications in teaching EFL for years.

However, recent studies have shown that using laptops instead of pen and paper for note taking in

university courses is detrimental and have also shown the adverse effects on learner results of even

having smartphones in proximity to them in their learning environment. How can we make the best

use of NT to enhance the learning experience, while also bearing in mind the ways that these same

technologies can possibly jeopardize learner outcomes? What are the added effects of the specific

cultural and educational environment of our learners here in Morocco? It would seem that the answers

to this question are many, and can best be found in the sharing of our experience

.

Bio-data: Ali Anthony Bell is currently Head of Studies at BKHS Language Center in Casablanca,

Ali Anthony Bell has been teaching English in Morocco since 2010. An American expat, he left the

USA in 1983 for Paris. He discovered his passion and vocation as a teacher at 50 years of age in

Morocco, after having spent more than 20 years in Sales and Marketing in France. He taught English

to High-Intermediate and Advanced level students at EHTP in 2013/2014, as well as at HEM and The

American University of Leadership, where he also taught Sales and Marketing. He has served as a

Judge on Juries for Competitions of Public Speaking and Debates in English, notably at the EHTP

Olympiads in 2015, 2016, and 2017, has been a Guest Speaker at HEM, and spoke on Language

Learning at the TEDx ENSA Tangiers in 2015 and on Multiple Intelligences at the TEDx EHTP in

2017.

Workshop 7: Differentiated Instruction in EFL, Abdelkader Chaddoudi Abstract: The EFL scene in Morocco is now in need of a new breath to principally think of teaching

and learning in term of differentiation. Differentiated Learning, a concept developed by an American

educationalist, Ann Tomlinson, postulates that the best way to promote effective learning is to vary

the modes of presentation and diversify the teaching content. Such differentiation, consciously

implemented by the teacher, is what may guarantee that the different learning styles and the different

intelligences of students are partly met in an EFL class. One major aim of the workshop I intend to

conduct is to motivate teachers to reconsider their current teaching practice in the light of the new

concepts of differentiated learning. Challenges of feasibility and implementation are there, but

teachers have to believe that positive change is the only way to make tangible progress and improve

student proficiency in English. Monolithic practices have long proved to be boring for both teacher

and students; so, it is high time we made that positive move to provide good learning experiences for

students on the one hand and to get up the ladder of professionalism on the other.

Teachers, adopting differentiated learning, would:

- devise lesson plans that leave no student behind;

- opt for cooperative teaching models;

- present multi-tasks and varied content;

- develop a broad understanding of students’ learning processes

- maintain classroom withiness.

Such are the merits of Differentiated Learning, a kind of instruction which is often referred to simply

as good teaching!

Workshop 8: Explicit Listening Instruction through Web-based Journal Activities,

Jennifer Borch

Abstract: Research shows that listening exercises often are the first to go when teachers run short on

time. However, listening skills need to be explicitly taught in order for students to become better

listeners. This workshop will introduce listening journals as a tool for promoting intensive and

extensive listening practice in combination with authentic media sources. Learn to engage students

both inside and outside the classroom in high-interest activities with a diverse collection of listening

input. In the same way that we focus on reading strategies to build competent readers, we must teach

students specific listening strategies to help them become effective listeners. Listening journals

19


provide a space for thoughtful reflections on and measured progress of student experiences with

authentic listening texts.

Bio-data: Jennifer Borch currently works as an English Language Fellow in Marrakech, Morocco

where she teaches in the English Department at Cadi Ayyad University and facilitates teacher training

throughout Morocco. Jennifer holds an MA in TESOL from Saint Michael's College and an MA in

French from the University of Vermont. She has worked in language education for more than 15 years

both in the United States and abroad, most recently concentrating in refugee education. In addition to

her work in the classroom, Jennifer has worked as a TOEFL test scorer, test developer, and curriculum

designer. She is passionate about travel, reading, and writing and loves to help students discover the

magic.

Workshop 9: Can Critical Thinking be Taught? Mustapha Zanzoun

Workshop 10: How to Gamify Your Classroom, Mbarek Akadddar

Abstract: "Gamification is the application of game-design elements and game principles in non-

game contexts" What are the game principles and mechanics we should consider if we want to gamify

our classroom? This workshop is about why to encourage learners to challenge the traditional

paradigm of education by creating language-learning materials and thus involve them in decisions

making and in the teaching-learning process. It is also about sharing my students’ creative materials

and providing some activities to make your students create simple language-learning materials.

Bio-data: Teacher of English, Microsoft Innovative Education Trainer, Adobe Education Trainer,

Flipgrid Certified Educator, Electronic Village Online (EVO 2016-2018) Lead Coordinator

Workshop 11: Edmodo for effective and differentiated English instruction, Aziz Soubai

Abstract: Most of today’s learners, at least in our context, are immersed in technology 24 hours.

Some language teachers are not paying enough attention to that phenomena. In other words, they are

not exploiting this passion for technology to plan learning and teaching opportunities. And this can

be done easily by using Edmodo. So, the workshop will first try to train teachers to implement this

learning system in their classrooms. And the Edmodo App is the perfect choice in this regard. Second,

the presenter will provide ways to make teachers differentiate instruction and assess their students by

creating small groups, snapshots, and quizzes. The workshop will end up by suggesting practical

solutions and tips related to the main challenges that might face teachers especially those who are not

very familiar with technology in the language class.

Bio-data: Aziz Soubai is author in the EFL magazine and English teacher with more than 8 years of

classroom practice. Soubai graduated from Ibn Zohr University with BA degree in English literature.

With a passion for learning and teaching using technology, he was enrolled in several professional

development courses designed by the International Teacher Development Institute, Arizona State

University and Coursera. He is also an Edmodo Certified Trainer and an active member of the

Moroccan Association of Teachers of English both as a participant and as a speaker.

Workshop 12: Encouraging learners to create language-learning materials, Nezha Youssefi

Abstract: This workshop is about why to encourage learners to challenge the traditional paradigm of

education by creating language-learning materials and thus involve them in decisions making and in

the teaching-learning process. It is also about sharing my students’ creative materials and providing

some activities to make your students create simple language-learning materials.

Bio-data: I am Nezha Youssefi. I got a B.A degree in English literature, linguistics option, from Sidi

Mohamed Ben Abdellah Dhar Mehraz university of Fez. I have been teaching English in both public

middle/high schools since 2005 and I have been an active MATE member since 2009. I am also a

board member of Mate local branch in Fez. I was labelled by ‘The economist” newspaper as a “super

20


teacher” and one of the innovated teachers in Morocco (November the 27th, 2016 issue). I have

conducted many educational workshops with my supervisors and in Mate conferences.

Workshop 13: Gaming as a teaching and a learning tool within the tsunami of distractions,

Nihad Karkach

Abstract: One of my professors once asked: “What is the added value of a language teacher within

the 21st century?” Within this technological tsunami, where the world is bombarded with all kinds of

information, what can she/he add to an Internet teen addict? This question changed my way of

teaching and I started thinking of my classroom as a market where I have to attract some demanding

clients (students) and make them feel that my market is the best. I discovered that the best way to

start out this business is through the use of fun activities and games. This strategy helped me to attract

the attention of all my clients even the poor ones who cannot afford much vocabulary and confidence.

It also helped me to keep their motivation fired throughout dull lessons and long curriculums. What

is more, it gave me the privilege to maintain my products after sale service. So, is it the best way for

redefining the concept of pedagogical competence in accordance with the current educational

challenges? Accordingly, the 21st skills that any kid should learn are summarized in four Cs:

collaboration, communication, critical thinking, and creativity. To bring all these big Cs into practice,

what is more intrinsically better than the use of fun? For these reasons, my contribution will be in the

form of a workshop in which I will share some games and show that even baccalaureate students can

learn a lot through fun.

Bio-data: Nihad Karkach is a doctoral student at Sidi Mohammed Ben Abdellah University-Fes and

a High School teacher in Ifrane area. She also taught Arabic to non-speaking Arabic Students in the

Arabic American Institute in Morocco-Meknes and was also a part-time teacher in several language

centers in Meknes. Her main research interests are Women’s social activism, women’s movements

in the post-“Arab Spring” in Morocco and Islamist feminism. She is an advisor in the MATE‘s board

in Meknes. She is also a member of the Academic and Scientific Committee in SADA Centre in

Meknes.

Workshop 14: The Gamification of the Learning Process: From Perception to Practice,

Yassine Benhadj and Mohammed El Messaoudi

Abstract: Owing to its old-fashioned, heavy and tedious teaching materials and styles, the

traditional school, in this ever changing technological world , has been accused of being responsible

for students’ loss of motivation and engagement to learn and excel . When today’s students, who

are, by excellence, digital natives compare this to the amount of enjoyment and pleasure they have

while embarking on their online journeys, the school becomes nothing, but a burden and/or a

nightmare. Gamification; however, which accounts for the integration of game elements into non-

game settings, offers an opportunity to help schools sort out this serious problem and recuperate

students’ confidence and enthusiasm, especially that the experience of gamifying the learning

process has started gaining ground in many countries thanks to its proven efficiency. This workshop

is then meant to answer these three main questions: What is gamification? How does it work? And

why is it tremendously important to be integrated in the teaching/learning process.

Bio-data: Mr. Yassine Benhadj is an ELT teacher at Tarik Ben Ziad High school in Azrou. He has

been teaching for seven years now. He is currently a doctorate student at Fés-Saἳs faculty, Sidi

Mohamed Ben Abdellah University, Fez. His main research interests revolve around New Media

Literacies, Intercultural Communication and Translation. He is a member in MATE Meknes local

branch. He has participated in several international and national conferences and trainings.

Bio-data: Mohammed EL Messaoudi is a teacher of English as a foreign language at Idriss 1st junior

high school, Azrou. He received a B.A. degree in linguistics from the faculty of letters and

humanities, Meknes. He is pursuing his master's degree programs at the faculty of letters and

humanities, Meknes. He has been active in the area of English language teaching over 13 years

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Workshop 15: The Teenage Mind, Kathryn Kelly

Abstract: What's the point trying to teach teenagers? They just cannot concentrate for more than 5

minutes - all they want to do is chat on their phones or watch rubbish online... Sound familiar?

Adolescence can be a tricky time - with all those hormones and all that confusion - but help is at hand

for the teacher who has to spend long stretches of time in a confined space with lots of young

distracted adults. A little bit of teenage education psychology will be applied to some examples from

the real classroom to help explain what we can do as teachers to make life a lot easier for "them and

us.

Bio-data: Kathryn Kelly is a freelance trainer and consultant. She worked for the British Council for

more than 15 years in Bangladesh, China, Libya, Morocco and Spain.

Poster Titles Ecole Normale Supérieure in Rabat

TESOL Trainees attending MATE 2018 conference in Assilah

Groups Names Topic

A

Samir BOUTAZZOUT

Safae KAJOUANE

Asmae ZGHARY

Youssef BOUZAOUAID

Violence inside the Classrooms

B

Fatima Zahra ANTAR

Soufiane ELALLAM

Hamza ELHAOUTI

Salma ENNAJI

Why so Serious? Humor in the Classroom

C

Imane BENHAMMOU

Abderrahim AIT LAQDOUR

Ennajem ERRADI

TESOL Program at the ENS

D

Karima NAMIR

MehdiOUKHALLOU

AdamCHANAOUI

Co-curricular Activities in Teacher Education

E

Ghita GUEDIRA

Salma IGHCHANE

Latifa EL JAMILI

Positive Teacher-Student Relationships

F

Nouha BELHAMI

Imad ROUAYI

Doha EL RHAYOUR

ICT in the TESOL Program at ENS

G Omar LABOUDI

Kawtar HAJAJE The Noisy Classroom

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والثالثون الثامنة سنويةال الندوة

2018 أبريل 12-09صيلة، المغرب، أ

في موضوع:

استكشاف

بيداغوجيات

لأللفية الرتبية اللغوية

الثالثة.

:أرضية الندوة

التكنولوجي في السنوات األخيرة وتغير تطورمع تسارع ال

التواصل ، ارتفعت وثيرةأضحى قرية صغيرة القيم في عالم

حوأصب ،في كل مناحي الحياة جماعاتاألفراد وال االفتراضي بين

شكل انعكست بأبعاد متجددة اولمركزه المجتمعي ذ هلذاتصور الفرد ت

ية العمل مكونات عرفت مختلفوهكذا، . مباشر على الحقل التربوي

أن كنالدور الذي يم شمل باألساس تغييرا جوهريا التعليمية التعلمية

األستاذ للمساهمة في تنمية قدرات ومهارات المتعلمين في يلعبه

ات يالكفافما هي إذن . أم جماعات اكانو، أفرادا الثالثةاأللفية

، وما هي الخيارات األستاذ ية التي يجب أن يتملكهابيداغوجال

والتعامل مع لالستجابة لرغبات التالميذ المنهجية المتاحة له

؟هاوحتى خارج المؤسسات التعليمية، داخل أسوار سلوكاتهم

يظهر أن هناك ضرورة ملحة للقيام ببحوث بناء على كل ذلك،

التي أصبحت التربويةميدانية حول بعض الظواهر والممارسات

ية على اللغة االنجليز تطبع الحقل التربوي بشكل عام وتعليم وتعلم

وجه الخصوص، وبالتالي ضرورة العمل على إعادة تعريفها وجمع

إن اإلشكاليات. المعطيات الكافية عنها ووصف الظروف الخاصة بها

ين على مختلف مستوياتهم، درست المهنية للميالكفاباالمرتبطة

بديلة المحتملة، وتقييم المناهج الستراتيجيات الساليب وااألو

متطلبات إعادة تحديد ، والتعليمية درالدراسية، وإنتاج الموا

لقضايا التي تحتاج إلى إعادة النظر ومزيد لأمثلة هي إالما المتعلمين،

.من الدراسة في السياق التعليمي الحالي

ية جمعوالثالثون لل ةالثامن ةالسنوي ندوةتناول التس وهكذا،

مسألة التحوالت (MATE)المغربية ألساتذة اللغة االنجليزية

فيةالسياق التعليمي لألل ايرالتي يمكن أن تسالمهنية و البيداغوجية

ية الترب وعلى الخبراء في مجاالت. من زوايا مختلفة الجديدة، وذلك

ةاللغوي بيةرالتطبيقية، والت سانياتوالتعليم وعلم النفس التربوي والل

ة من شأنها أن ععموما، المساهمة في اقتراح بدائل وتقنيات ناج

تطور مع هذا ال واستراتيجيات تتالءم وطرق بلورة أفكار على تساعد

.ي والتربوي الكبيرالمجتمع

:ندوةأهداف ال

:فيما يلي للندوةتتلخص األهداف الرئيسية

التغيرات المناهج الدراسية في ضوء طرق بناء استكشاف

؛ويةاللغ التربيةالحالية في التعليم و

ية وفقا للتحديات التعليمية مهنة اليإعادة تعريف مفهوم الكفا

الحالية؛

؛يةية المهنالتحقيق في األبعاد النفسية للكفا

المعرفة النافعة والمهاراتطبيعة و الجيد مناقشة معايير التعليم

؛والفعالة المجدية المهنية

مية د التعليرفي احتياجات المتعلمين من حيث المواإعادة النظر

؛ين في هذا الصدددرسومختلف أدوار الم

إعادة النظر في األنشطة التعليمية الصفية في عالم رقمي متغير

.باستمرار

:ندوةالمواضيع الفرعية لل

المجاالت التالية تستهدف المقترحة وورشات عمل مداخالتال نإ

:يةمهنة اليالمتعلقة بالكفا

علم النفس التربوي وأساليب تدبير القسم.

يملألساتذة وتقي القبلي والتكوين المستمر كوينبرامج الت

.أدائهم

تصميم المناهج والمقررات الدراسية.

يم اللغة اإلنجليزية كلغة أجنبيةتعلوطرق تعلم.

في العملية التربوية التعليمية للموارد االستعمال األمثل.

المتعلمين الرقميين تدريسأفضل الممارسات في.

:المقترحاتأشكال

(دقيقة 20)العروض

(دقيقة 60)عمل اتورش

ملصقات

موائد مستديرة.

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MATE 38th Annual Conference

والثالثون الثامنة سنويةال الندوة Assilah, Morocco, 09-12 April, 2018

2018 أبريل 12-09أصيلة، المغرب،

Theme: Exploring the 3rd Millennium ELT Pedagogies.

استكشاف بيداغوجيات في موضوع:

الرتبية اللغوية لأللفية الثالثة.

UNITED STATES EMBASSY Regional English Language Office

MATE 38th Annual Conference نوثلاثلاو ةنماثلا ةيونسلا...

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