booklet iearn project, noureddine laouni

8/13/2019 Booklet iEARN Project, Noureddine Laouni

http://slidepdf.com/reader/full/booklet-iearn-project-noureddine-laouni 1/15

Booklet.doc

Learning Circles 2007

Booklet.doc

A booklet about the UBOD6’s adventure in the

Learning Circles 2007.

ere !ou "ill #ind all the $artici$ating grou$s %uestions

and so&e ans"ers. 'or &ore in#or&ation( $lease visit)

htt$)**learningcircles.kennisnet.nl*aanbod0607*ubd07

Designed by: Israe Zizaoui- UBOD6

Reference High School

Menes- MORO!!O

http://var/www/apps/conversion/tmp/scratch_2/Booklet.doc






+artici$ating ,chools

UBOD- KSG De Breul Zeist, The Netherlands (M. Punt

UBOD2 KSG De Breul Zeist, The Netherlands (!. "itte#een UBOD KSG De Breul Zeist, The Netherlands (!. Platisa

UBOD/ $orlaer $olle%e, Ni&kerk, The Netherlands ('. Moll

UBOD GS% Scha%en, Scha%en, The Netherlands (M. de

Graa UBOD6 !eerence )i%h School, Meknes, Morocco (N.

'aouni

UBOD7 Pielis&oki $o*+rehensi#e school, oensuu, -inland

(S. 'ra UBOD1 $enter Ka*el /ousse aer 1 &aa, 'eanon (D.

Zreik

UBOD )a&& Bahaa )ariri School, 'eanon (B. Basiri

UBOD-0 S2S $olle%e o o*e $ala#i, Benin (). $.Tossou

UBOD-- Monticello )i%h School, 4S ('. Nel*s

UBOD-2 %rani School 5 $olle%e, Ban%ladesh (P. Sarker

UBOD- KSG De Breul Zeist, The Netherlands ('. Mes UBOD-/ KSG De Breul Zeist, The Netherlands ('. Mes

-

30

61



UBOD-

3uestion) If you "ere #he $residen# of your coun#ry% "ha#

"ould you change and "hy% and "ha# "ould you ee$ #he

sa&e and "hy'

Our Ans"er )

)ello,

7 8ant irst to thank ou or this #er %ood and ori%inal 9uestion.

M na*e is 2ussa*a, 7:* Moroccan, and as a student, 8ho has si;teen

ears old, 7 ha#e * o8n #ision or the 8orld, 7 al8as tr to *ake

chan%es, and to *ake * drea*s realit.7 kno8 that to e a +resident isn:t eas at all. +resident has to ha#e a

i% kno8led%e aout +olitic, econo*, sociolo%, cri*inolo%, +scholo%, *ilitar<

So, 8ith * #er *odest kno8led%e, 7:* %oin% to tr to ans8er this #er

%ood ut diicult 9uestion 8ith si*+le 8ords.

7 7 8ere a +resident, the irst thin% 7 %oin% to do is to +eror* the

education. 7:* startin% 8ith that +oint ecause in * count, 8e stud in

ed conditions, and 7 think that i 8e could stud in etter conditions, our8ork could e etter and etter.

ter that, 7:* %oin% to carr aout econo*, ecause, as Karl Mar; said,the econo* is the +illar o countries, and it:s econo* that nation:s

sound sur#i#es alon% the ti*e. =cono* hel+s also +eo+le to ha#e a

etter lie.

7 lo#e +eace, and 7 don:t like 8ars and lood, that:s 8h 7:ll tr to do *

est to kee+ * countr and its citi>ens ar ro* 8ars.

!eli%ion is also #er i*+ortant or *e, that:s 8h 7:ll *ake ro* *countr an 7sla*ic one, ut res+ectin% the others reli%ions, elies and

#isions.

So 7 think that:s 8hat 7:ll do i 7 8ere a +resident, ut 7 ?* so oun%, so

these actual #isions can chan%e in the uture.

Thanks a%ain or this o++ortunit 8hich hel+s *e to e;+ress * eelin%sand #isions."ith lo#e.

2ussa*a Ber9i.

2

'or &ore in#or&ation )

""".iearn.org

htt$)**learningcircles.kennisnet.nl*aanbod0607*u

bd07

27

http://www.iearn.org/

http://learningcircles.kennisnet.nl/aanbod0607/ubd07


http://www.iearn.org/





UBOD2

3uestion) Ho" &uch freedo& of s$eech% religion and o#her

do you ha(e in your coun#ry and ho" does #his sho"' )ha#

res#ric#ions are #here and "hy' )ha# are #he conse*uences

"hen so&e#hing #ha# is no# acce$#ed is done'

Our Ans"er )

)i e#erod,So * na*e is 'a*iae and 7@* a *e*er o the Moroccan

tea*A 4B2DA. That *eans that 7@* ro* Morocco.

"hile 7 8as checkin% the dierent 9uestions ours attracted

*e and 7@#e ound it #er interestin%.

So, talkin% aout Morocco and reedo* s+eech in it .

"ell to e ranc the reedo* is conditional 7 *ean that

+eo+le can land an su&ect the 8ant ut not critici>in% the

reli%ion and the kin%do*@s +olitic.

'atel, there 8ere a *a%a>ine that attacked hardl thereli%ion and it 8as sanctionedC it 8as arrested or *onths

and +enali>ed.

So 7n * +oint o #ie8 7 think that 8e ha#e to let +eo+lee;+ress the*sel#es reel, ut e#erone should res+ect his

li*its ecause our reedo* sto+s 8here another one@s e%ins.

'a*iae 'K)'7-7 .

Our tea& su$ervisor )

Mr Nouredine 'aouni

Our 4ea& 5e&bres)

A Ber9i 2ussa*aA Tassa Sahar A 'a*achi 2ussa*a

A Naciri ihaneA Boukhrissi KaoutarA 'ahdachi Sal*ane

A 'akhlii 'a*iaeA Zi>aoui 7srae

Our Class Blog )

htt+CEEFs*aths3.canallo%.co*E

26

http://1smaths3.canalblog.com/




UBOD

3uestion) )ha# #y$ical fol #ales are #here in your coun#ry'

)ha# are #hey lie' )ha# do #hey say abou# #he inhabi#an#s'

Our ans"er)

Modern Morocco +resents a hos+itale, +rooundl seducti#e*i; o Berer, ra, 7sla*ic, =uro+ean, an rican

inluences. Moroccans honor ancient e#ents and local +atronsaints 8ith esti#als kno8n as *ousse*s. Morocco has a rich

culture and ci#ili>ation.

=ach re%ion +ossesses its o8n s+eciities, contriutin%, thus,

to the *akin% o national culture and to the ci#ili>ation

le%ac, in Berer #illa%es, these esti#als are the e#ents o the

ear, 8ith reli%ious cere*onies, olk *usic, tradition

dancin%, and e#en *arria%e arran%e*ents addin% u+ to an

e;tre*el li#el scene .

7n Morocco:s hi%h tlas Mountains in the #illa%e 7*ilchil, on

o the no*adic Berer tries kno8n as the it hdiddou holdsthe en%a%e*ents esti#al e#er ears in the su**er, durin%

the "eddin% 7*ilchil -esti#al, there is an enca*+*ent o

*ore than 6,000 +eo+le settled in the #alle o 7*ilchil.

2#er the +ast e8 ears, the *arria%e esti#al has een

+ro*oted Morocco:s 2ice o Touris*, and #isitors ro*

all o#er the 8orld ha#e co*e to 8itness the celeration at

7*ilchil.

The le%end o this *arria%e is the ollo8in%C

HHHThere once 8ere t8o oun% +eo+le 8ho ell dee+l in

lo#e in Morocco. 4nortunatel, the 8ere ro* ene*

tries. Their a*ilies 8ouldn@t allo8 the* to *arr. 2ut o%rie, the 8e+t itterl.

/

-)ha# is our conclusion''earnin% circles 8as a %reat e;+erience, ecause 8eco**unicate #ia internet 8ith *an other students ro* other

countries. "e ha#e also tried to understand the others dierences

and 8e %a#e our o+inions and e;+ress our ideas 8ith all

reedo*. "e di#ided oursel#es into s*all %rou+s and tried tores+ond to all the %rou+s 9uestions, 8hich 8ere interestin% and

ai*ed to reduce the distances and *ake all the students learnso*ethin% ne8, and understand the others cultures and custo*s.

S+ecial thanks or e#erone 8ho 8orked on the learnin% circles,es+eciall Mr Bo and !ia, 8ho did a %reat &o *ana%in% the

ti*e and inor*in% all the %rou+s aout the ste+s o the learnin%

circles.

Thanks to all students 8ho ans8ered to our 9uestion and *akeus kno8 *ore aout their li#es and countries.

7sraeA 4B2D

N.B C /ou can #isit our lo%, our co*+lete su**ar isthere too. htt+CEEFs*aths3.canallo%.co*E

2





The continued their crin% da and ni%ht until the created

t8o lakes *ade o their tears. Their des+air 8as so %reat, the

co**itted suicide dro8nin% in those t8o lakes. The

7*ilchil iances *ousse* and esti#al has een created to +aho*a%e to those t8o oun% lo#ers. )enceorth, all the

a*ilies %ranted total reedo* to their children to *arr

8ho*e#er the chose. The en%a%e*ent esti#ities take +lace

e#er Se+te*er, this ears FIII esti#al 8ill e in u%ust in

the lar%est souk in Morocco in the it )ddidou Trie. The

lakes are called J7sliJ, *eanin% ride%roo* and JTislitJ

*eanin% ride. The nei%horin% tries %ather to%ether near

these lakes, and the 8o*en choose their husands. There is

%reat eastin% ater the sole*n and res+ectul cere*on.

-or the oun% *en and %irls o the area, it is a tradition to %et

*arried on the da o the Mousse* in ancient ti*es, a hol

*an used to less the etrothed at %doul, and le%end sasthe 8ere al8as ha++. The iance esti#al is sta%ed on the

site o the to* o the *araout, 8ho is #enerated in the hi%h

atlas *ountains. 7t is a ti*e or so*e 6, 000 +eo+le ro* the*ountains to asse*le under tents or three das 8ith their

locks, their horses and ca*els. 7t is an occasion or the

oun% %irls to 8ear their iner, their su*+tuous sil#er

&e8elr, and to dance or hours under the sun and under the

stars.HHH

Ka8tarA 4B2D

-+re #he ans"ers coheren#' Do #hey reflec# #he cul#ural

di(ersi#y'Generall, all ans8ers 8ere coherent. Man %rou+s shared the

sa*e idea that lan%ua%es are arriers to understandin% and the

%a#e so*e e;a*+les like 8hen +eo+le tra#el ro* countr to

countr and the can:t co**unicate ecause the i%nore the host

countr lan%ua%e.-or the second 9uestion, there 8ere t8o o+inionsC so*e %rou+s

think that a uni#ersal lan%ua%e is desirale, other think that it:seasile and so*e think that:s the di#ersit o lan%ua%es is %ood.

-+re #here ele&en#s #ha# uni#e #he classes #ha# ha(e sen#

ans"ers'ASo*e Grou+s are ro* the sa*e countr ( Nederland or

e;a*+le ASo*e Grou+s share the sa*e ideas C So*e think that a uni#ersal

lan%ua%e is desirale, others think that it:s easile.

-)ha# ha(e "e learned'

"e ha#e learned *an thin%sCA Punctualit.

A The res+ect o the other.A )o8 to share our ideas and thou%hts.

A $ulturalAunderstandin%, o+enA*indedness and tolerance.

A Ne8 custo*s, like the other %rou+s celerations.

A )o8 students are studin% in other countries and ho8 do thes+end their school das.

A The relation et8een teena%ers and their +arents in the other

countriesA

A So*e o the +role*s that teena%ers suer ro* in othercountries.

A Si*ilarities and dierences et8een our countr and others

2/



UBOD/

3uestion) )ha# is your &os# i&$or#an# day of celebra#ion%

regional as "ell as na#ional' +nd "hy% "ha# do you

celebra#e and "ha# are #he s$ecial cus#o&s #hen'

Our Ans"er)

Moroccan reli%ious celeration

7n Morocco , there are t8o t+es o celerations C

national ans reli%ious ones .The *ost hi%hlited celerations

in our reli%ion @ 7sla*@ are id litr and id ladha (The

east o sacriice . id litr co*es 8hen the sacred *onth

o astin% J!a*adanJ is o#er.2n this da , *usli*s all o#er

the 8orld eel deli%hted as the start %oin% to the *os9ue

to acco*+lish the +raer o l id. 'ater , +eo+le #isit their

relati#es and nei%hours . Both *en et 8o*en 8ear

traditional clothes and children +ut on their ne8 outits. 7t is a

custo* in Morocco to +re+are a lot o delicious and #ariedcookies 8hich are ser#ed in e#er ho*e . -or lunch , the

+re+are traditional and tast dishes that are etter tasted 8hen

shared 8ith a*il , relati#es and riends . nother social

as+ect o this celeration is %i#in% al*s to the +oor so as to

*ake the* eel ha++ and en&o the holiness o this %reat

da. id litr is a %reat da or all the Musli*s all o#er the

8orld.

SaharA 4B2D

6

A The discussion ao#e sho8s that it 8ould e hi%hl desirale to

ha#e a constructed uni#ersal lan%ua%e or international

co**unication. 7t:s 8ell kno8n that a lar%e nu*er o atte*+tsha#e een *ade, ut 8ith al*ost no results. d#ocates o the asic

idea o a uni#ersal lan%ua%e ha#e hardl a%reed on anthin% ut

the asic idea, and *ost constructed lan%ua%es ha#e had no use as

a lan%ua%e. So 8e think a uni#ersal lan%ua%e is desiralen alternati#e #ie8 o the uture is that ater a e8 ears, no

uni#ersal lan%ua%e is needed. Machine translation 8ill allo8 ou

to use our o8n lan%ua%e. 7 the *achine translation tools ha#e

suicient 9ualit and s+eed, ou can sit on our ter*inal 8ritin%our ne8s article in Dutch, and another +erson in Ne8 Zealand

8ould read our te;t in =n%lish, due to auto*atic translation.

2



UBOD7

3uestion) )ha# do you use co&$u#ers for a# school and

ou#side school' )ha# are #he $ros and cons of #he cha#roo&s

on #he In#erne#' Is i# $ossible #o use In#erne# #o uni#e cul#ures

and $eo$les'

Our Ans"er)

)iC thanks or our 9uestion.7nternet is essential no8adas, ecause it:s an eicient 8a o

co**unication.

7nternet is like a i% ocean, 8ich can +ro#ide us 8ith *an %ood and ad

thin%s.

Peo+le can use it or usiness and 8ork, to u +lan tickets or si*+l to

check the 8eather.But it can also destro +eo+le es+eciall oun%sters 8ho don:t ha#e

enou%h e;+erience in lie.

Man adolescents 8ere ca+ti#ated stran%ers &ust #ia internet and

es+eciall #ia unA*oderated chat roo*s. nd at least, the eco*e tooaddicted to the net e#en i the don:t ha#e i*+ortant thin%s to realise 8ith

it.7n act, there are *an dan%ers and disad#anta%es o usin% the net, ut a

%ood education can +rotect the adolescent ro* all ad thin%s that couldattain his eha#iour.

Personall, 7 do use internet a lot, A ut &ust at ho*e, and onl on

8eekends and holidasA ecause 8e don@t ha#e internet at school et.

7nternet or *e is irst o all a 8a o co**unication, ecause thanks to

it, i can co**unicate 8ith * riends, teacher and a*il. But i also use

it to do * ho*e8ork es+eciall 8hen i ha#e so*e +ro&ects to +resent, ican look easil ater inor*ation, it@s 9uick and useul.

7n * ree ti*e, 7 +la so*e %a*es, read so*e *a%a>ines online, and as

all teena%ers, 7 chat7 ha#e a lot o riends ro*C =n%land, -rance, 4S , Bel%iu* and

Deutschland. Those kind o #irtual *eetin%s hel+ *e a lot to i*+ro#e *

=n%lish and disco#er ne8 custo*s and cultures But 7 don:t trust anone

ecause 7 kno8 that it:s not sae all the ti*e.

$heers7sraeA 4B2D

7

5aineA 7 think i 8e had a uni#ersal 'an%ua%e it 8ould e easier.

Peo+le 8ould not ha#e to learn F0 dierent lan%ua%es to learn F0

dierent lan%ua%es to co**unicate 8ith so*eone. 7 8e 8anted toco**unicate 8ith the*, then 8e should learn their lan%ua%e. 7 don:t

think it 8ould e other countries: res+onsiilit. 7 the 8ant to teach

us then it is oka.

a88A 7 think that 8e are res+onsile or learnin% the second

lan%ua%e. The reason 8h is ecause the shouldn:t ha#e to do that,i the can learn ho8 8e talk 8e should learn ho8 the talk. No, 7

don:t think the can *ake a uni#ersal lan%ua%e ecause e#erone is

not the sa*e, it:s a dierent 8orld. 7 don:t think +eo+le 8ould likethat.

A 'ro& UBOD C PD- or*

A 'ro& UBOD

ns8ersC

Karli&n Se8alt-loor "ols

F. L %eneral +oint aout lan%ua%e is ho8 it:s tied to culture and

identit."h do countries ha#e their o8n lan%ua%e "h do school children

ha#e their o8n slan% Kno8in% the lan%ua%e deines the countr,deines the %rou+, and i*+lication, not kno8in% the lan%ua%e

deines 8ho:s outside. =#er %rou+ 8ill tend to deine itsel

lan%ua%e (and other thin%s like rituals and custo*s.

Kno8in% another countr:s lan%ua%e or another %rou+:s &ar%on isuseul. 7 ou:re conident ou kno8 it +ro+erl, ou can

co**unicate eecti#el 8ith so*eone in that countr or %rou+. Nor

kno8in% the lan%ua%e 8ill *ake it diicult to co**unicate +ro+erl. "e think lan%ua%e dierences are arriers tounderstandin%.

22



UBOD1

3uestion) )ha# do you #hin abou# $eo$le ha(ing differen#

religion and differen# na#ionali#y and cul#ure,,,, '

In "ha# "ay "ould you e(alua#e #he&' In your o$inion ho"

can you define $a#rio#is& and uni#y'

Our ans"er)

)i, thanks or our 9uestion.-or *an centuries, +eo+le 8ere li#in% in the sa*e 8orld, 8ith dierent

reli%ions, cultures and custo*s. =#er +lace, e#er countr has its

s+eciic haits and traditions, and e#erone 8ants to kee+ the* throu%h

the co*in% %enerations.Those dierences create a choc so*eti*es, a *isunderstandin% or e#en a

9uarrel, 8hen there is a hu%e dissi*ilarit, +eo+le can e oended

so*eti*es other:s eha#iour,

Personall, i res+ect all +eo+le, e#en i 8e ha#e dierent reli%ions or

cultures)ere in Morocco, 8e can ind that the *a&orit are Musli*s, ut

there are so*e e8ish and $atholics too, and 8e all considerate the* asMoroccans and ne#er critic or insult the*. nd that:s 8hat 8e call

tolerance.

Tolerance is 8hen 8e acce+t the other ho8e#er he is, 7t:s 8hen racialdiscri*ination and all kind o racis* ne#er ind a 8a in our heart, and

it:s 8hen 8e &ust li#e 8ith +eace and har*on.

7 think it@s a %reat thin% to e tolerant and tr to li#e in a s*all %reat

8orld, ecause those dierences 8ill +er*it to us to disco#er ne8 thin%s

and enlar%e our kno8led%e."hen +eo+le li#e to%ether in the sa*e +lace, a ne8 eelin% %ro8s u+ in

so*e o the*, 8itch is +atriotis*.-or *e +atriotis* is 8hen +eo+le like

their countries so *uch, and can do e#erthin% to de#elo+ their

econo*ical, social and +olitical situations and +rotect the countr ro*

8ars and so on, it is also a %ood 9ualit, ut 7 think tolerance is *ore

i*+ortant, ecause so*eti*es, +atriotis* can dri#e +eo+le into ein%

racists and too stuck to their custo*s.4nit is is 8hen all the citi>ens

*ake a one and onl +erson related to +atriotis* too, and it *akessolidarit %ro8s u+ i%%er and dee+er et8een all the *e*ers o a

co**unit.

To su* u+, tolerance, unit and +atriotis* are %ood 9ualities i the are

8ell e;+loited and e;+lained to oun%sters es+eciall.

Sincerel

7sraeA4B2D

1

5organA7 do not think +eo+le 8ould desire a uni#ersal lan%ua%e. lot o +eo+le, in the 8orld, are like *e. Their 7*+atient, so the

8ould not take ti*e to learn a uni#ersal lan%ua%e. 7n * o+inion,

learnin% a orei%n lan%ua%e is an o+tion. So in that thou%ht, it 8ould

e * res+onsiilit to learn the lan%ua%e *sel. )o8e#er, it 8ould e the orei%n countr:s res+onsiilit to teach it to *e.

AaronA 7 think that 8e can not *ake a uni#ersal lan%ua%e ecause it

8ould e too *uch 8ork or e#erone to chan%e o#er. /es 7 think

8e need a uni#ersal lan%ua%e or it 8ill e easil or e#eroneelse. 7n * o+inion, 7 think that it:s the orei%n countr:s

res+onsiilit to teach us ecause the are the ones 8ho 8ant it.

De8araeA uni#ersal lan%ua%e is desirale. 7t 8ould e #er

con#ent to ha#e one. To ha#e a uni#ersal lan%ua%e 8ould e #erdiicult. 7t 8ould re9uire e#er sin%le +erson on =arth +uttin% orth

an eort. 7t is e#er countr:s res+onsiilit to learn a uni#ersal

lan%ua%e. 7 8e e;+ect others to s+eak our lan%ua%e 8e should tr to

hel+ oursel#es as 8ell.oshA 7 8ould elie#e it 8ould e the other count:s res+onsiilit. 7

elie#e that ecause it 8ould #et t hard or one sin%le to teach

e#erone. /es, 7 elie#e 8e can *ake a uni#ersal lan%ua%e. 7t 8ould e a lot o 8ork thou%h. 7t 8ould take a lot o *one to teach

e#erone and chan%e e#erthin% in our 8orld such as si%ns and

illoards. 7t is also the *atter o e#erone learnin% the onelan%ua%e. /es, 7 elie#e +eo+le 8ant a uni#ersal lan%ua%e ut i the

do not tr the 8ill not %et an8here.

,te$hanieA /es 8e can i 8e %et e#erone to%ether then 8e can do it

ecause i 8e all 8ent to the* es 8e can, n0 and es so*e o our +eo+le can and 8ant to ut so*e +eo+le are too la> and do not 8ant

to do anthin% so es and no. 7t is not our ault that 8e cannot

understand 8hat the are sain% and it is not our ault that the

cannot understand 8hat 8e are sain%.

2-



UBOD

3uestion) Do you #ae your o"n decisions or you are

#rea#ed as so&eone "ho al"ays needs #he $er&ission fro&

o#hers #o do any#hing' Does #ha# bo#her you' Does i# affec#

your life'

Our Ans"er )

)ello,M na*e is 2ussa*a, 7:* si;teen ears old.

Thanks or this to+ic, it:s #er interestin%. But 7 can sa that

the ans8er is reall diicult and relati#e. No8, as a teena%er,

7 al8as 8ant to take * o8n decisions, to e res+onsile

and adult.

But 7:* *indul o * little e;+erience, and 7 kno8 that lie

is a 8ar 8here e#erone *ust ha#e %ood 8ea+ons to sur#i#e.

That:s 8h in hard situations, 7 tr to ask hel+ ro* *

+arents or teachers or *ore e;+eri*ented riends.

7:* so*eone 8ho ne#er let the other:s o+inions inluence*ines. 7 tr to listen to dierent o+inions, to *ake a

conclusion or the*, and then 7 can take the inal decision

8hich 7 consider *ine.

Thanks a%ain or this 9uestion.

"ith lo#e.

2ussa*a B=!7 A 4B2D

4!ler9 No, "e can not ha#e a uni#ersal lan%ua%e since e#erone8as so ar a8a. 7 +ersonall think it 8ould e the orei%n countr:s

res+onsiilit to teach us their lan%ua%e.

4iaA /es, 7 think this 8ould e necessar to ha#e, e#en thou%h it

8ould e hard 8ork or e#erone to %et on the sa*e le#el. But this is8here no child is let ehind and it 8ould e easier or e#erone to

understand e#erod. 7 think i 8e 8anted to learn a second

lan%ua%e so 8e could co**unicate 8ith dierent countries then it is

our res+onsiilit to learn the second lan%ua%e. )o8e#er, it 8ould e 8onderul i 8e %ot hel+ ro* the other countr. 7t is %oin% to

take a lot o 8ork and 8e ha#e so*e students 8ho reall 8ant to

understand the lan%ua%e other +eo+le s+eak.

:&&a ;uthA 7 think that it is a %ood idea that 8e create a uni#ersallan%ua%e ecause in that 8a 8e 8ill e ale to talk 8ith other

+eo+le 8ith out +role*s. 7 elie#e that i a +erson 8ants to kno8 or

learn another lan%ua%e it is the +erson:s res+onsiilit. But in the

case that the lan%ua%e that ou s+eak is not the uni#ersal lan%ua%e orthe lan%ua%e that *ost o the 8orld kno8s it is our res+onsiilit to

learn ecause the eneit is or ou not or the other countr:s

res+onsiilit.4i&A No, 8e can not *ake a uni#ersal lan%ua%e. 2nl God can do

that ecause in the ile God *ade dierent lan%ua%es ut at one

ti*e it 8as one lan%ua%e. 7 think 8e should ha#e our o8n decisionaout orei%n lan%ua%es also i 8e tra#el a lot it 8ould e s*art to

learn orei%n lan%ua%es.

,hne%uaA No, ecause 8e 8ill ha#e to learn a lot *ore and it 8ill

take a lot o ti*e to sin%le out one lan%ua%e. 7 elie#e that it is theother countr:s res+onsiilit to teach us ecause i the don:t teach

us 8e 8on:t learn. "e 8ill onl learn a little and it *i%ht not e

8hat 8e are su++osed to learn.

20



UBOD--

3uestion) )ha# "ould you lie #o change abou# your

en(iron&en# and "hy'

Our ans"er)

)ello dear readersOas e#erone kno8s, the hu*anit is al8as attached to its

en#iron*ent< one cannot sur#i#e 8ithout the other< ut it@sa +it to ind *an richness allin% et8een irres+onsile

hands, 8hich destro and *ake disa++ear a source o lie and a

+recious treasure. soO let@s take &ust a si*+le and an o#ious

e;a*+leC deorestation. eore *akin% under%o this act 8ith

the natural and cli*atic actors. .i elie#e that it is rather

necessar to *ake sure that the hi%h e;+loitation o 8ood

hu*ans is the *ain cause o this +heno*ena .in addiction, the

use orests into undesirale 8as (cuttin%, settin% ire to %reen

areas..etc...es+eciall that all that coincides 8ith the increasein the uran +o+ulation latel. )o8e#er 8e still 8orkin% and

+ro#idin% eorts to *ake a chan%e or a etter uture 8ith no

+ollution and natural curses..

ihane =nnaciriA 4B2D

-0

9 'ro& UBOD --

LaurenA 7 think that 8e should not create a uni#ersal lan%ua%e. -or

one thin%, it 8ould e *uch too diicult to %et e#erone8orld8ide to learn it. 7t 8ould cost illions o dollars to chan%e

ooks, si%ns, or anthin% 8ith 8ritin% on it. 7t 8ould e too *uch

troule and 8ould take a8a ro* the indi#idualit o e#er

nation. 7 elie#e that learnin% orei%n lan%ua%es is in our control

and not in the control o the orei%n countr. 7 think that i 8e 8antto learn a ne8 lan%ua%e, it should e our res+onsiilit to learn it

oursel#es.

DavidA 7n * o+inion, the co**unication arriers are out o ourcontrol. 7n order or ou to learn a orei%n lan%ua%e ou ha#e to

8ant to learn. 7t is an internal arrier. Se#eral +eo+le are oered

the chance to learn a orei%n lan%ua%e ut the do not. The &ust

decide not to +ut orth the eort and ti*e to learn the secondlan%ua%e. Second o all, 7 think that *an +eo+le desire to learn a

second lan%ua%e ut at the sa*e ti*e there are nu*erous +eo+le

that &ust don:t reall care. 7, *sel, a* interested in learnin% a

second lan%ua%e and there are a cou+le others in * class ut thereare those 8ho don:t care.

BlakeA 7 think 8e should ha#e one lan%ua%e ecause it 8ould e

easier on e#erone. 7t is the other countr:s res+onsiilit to teach

us the lan%ua%e.DustinA 7 elie#e that a uni#ersal lan%ua%e 8ould e a++ro+riate

ut it 8ould take +lent o +ractice and 8ork to *ake this

ha++en. 7 elie#e learnin% a orei%n lan%ua%e is in our control and

not the other countr:s. 7t is that +eo+le 8ho decide to learndierent lan%ua%es.

BreaunaA 7 think 8e can *ake a uni#ersal lan%ua%e that e#erone

can s+eak ut its %oin% to take so*e ti*e. Peo+le *ust not care

ecause the are not trin% to *ake a chan%e and that:s the reasonso*e +eo+le are +aranor*al. 7 think it:s our res+onsiilit to learn

a second lan%ua%e ecause i 8e %o to another countr 8e should

alread kno8 8hat the s+eak and ho8 to ans8er their 9uestions

and so the can ans8er ours.

-



UBOD-2

3uestion) lease describe ho" a day in your .school/ life

loos lie'

Our ans"er)

)ello e#erodso 7 8ill tr to res+ond to our ans8er aout our sste*

schoolin%There is a lot o si*ilarities et8een our educational sste*

and the -rench educational sste*.

The school su&ects that 8e stud are C

Scientiic su&ectsO as *athe*atics, +hsics, che*istr...

'iterature O 7sla*ic education, histor, +hiloso+hies...

'an%ua%es O raic ,-rench and =n%lish

Moroccan secondar schoolin% is 9uit hard, 8e ha#e to +ass

*an e;a*s to %et to the hi%h school, and no8 8e@re %ettin%

read to +ass the irst +art o the %loal e;a*, 8hich is the accalaureate

ater that 8e are ree to choose the s+ecialt or the 8a that

8e@re interested inOout our routineO 8e stud ro* .M to *idda, in the

aternoon 8e stud ro* 6 +.* to P.M

But the *ost i*+ortant thin% is that our hi%h school is not

like the others, to kno8 *ore aout our hi%h school, contact

us in 888.reerencehi%hschools*3.tk

7 ou ha#e an other 9uestion contact us, don:t hesitate

Sal*ane 'ahdachi

!eerence hi%h schoolMeknes Morocco

4B2D

--

9'ro& UBOD2

Dear e#erod,

F. 7n our countr +eo+le s+eak the sa*e lan%ua%e, ut there a lot odialects and accents in our countr. -or e;e*+leC 7n the Nord o

)olland the s+eak 8ith a ar*er:s accent, and in 'i*ur% the

s+eak 8ith a Bel%ian accent. So*eti*es it:s hard to understand

+eo+le 8ith those accent, ut *ostl it isn:t. 7t:s #er hand to ha#e

one lan%ua%e in our countr, ecause it eels *ore like a?co**unit:. 2ne lan%ua%e rin%s ou and our countr to%ether.

7n )olland there are *an i**i%rants ro* all o#er the 8orld. The

*ost o those +eo+le s+eak the Dutch lan%ua%e, ut so*e +eo+ledon:t. 7 think it:s not eas to li#e in a countr, i ou don:t s+eak the

lan%ua%e. Man &un% i**i%rants s+eak the Dutch lan%ua%e. Mostl

the old i**i%rant don:t s+eak the lan%ua%e, ecause the:re *oslt

at ho*e. So 8e think that:s hand to ha#e one lan%ue%e in ourcountr ( it doesn:t *etter i there are dierent dialects, ut

e#erod *ost s+eak thQt lan%ua%e.

6. "e think that a uni#ersal lan%ua%e is #er hand, ut it is also

#er orin%. -or e;a*+leC ou *eet so*eone in an other countr andou don:t understand 8hat the other is talkin% aout. 2n the other

hand, each countr has it:s o8n identit and so the lan%ua%e is +art

o that identit. nd so*eti*es i t can e hand to ha#e our o8n

lan%ua%e i ou don:t 8ant other +eo+le to understand 8hat ou aretalkin% aout.

"e also think that i e#erone s+eaks the sa*e lan%ua%e, e#erod

s+eaks that lan%ua%e 8ith hisEher o8n accent.

"hen 8e %o on holida it:s so*eti*es diicult to understand thelan%ua%e, i +eo+le s+eak raic 7 don:t understand a 8ord o 8hat

the sa. So so*eti*es it 8ould e easier i there 8as a uni#ersal

lan%ua%e. 7n a 8a =n%lish is a little it like such a uni#ersal

lan%ua%e ecause al*ost e#er8here o#er the 8hole 8orld +eo+lecan s+eak a little it o =n%lish.

Groet&es 'auren en $aroline

-1



UBOD-

3uestion: Is e(eryone able #o fully e0$lore #heir #alen#s'

Do girls ha(e #o do &ore household chores #han boys% do

#hey $erfor& be##er a# school, +nd "ha# abou# #he career

$a#h girl and boys choose, Is #here a difference'

Our Ans"er)

hello e#eronesorr or * tardiness and thank ou or tacklin% this su&ect 8hich, to

tell the truth *erits to e discussed.

so let@s e%in 8ith the s+eciic sideC concernin% the situation os A %irls

in our hi%h school, it@s the sa*e as oursC 8e stud to%ether, 8e take +art in sa*e s+ort acti#ities e;ce+t ootall, ut 7 also add that %irls are

al8as the ones 8ho %et tired durin% the runnin% ...ut in an cas 7

reco%ni>e that it@s nor*al in #ie8 o the +hsiolo%ical dierences

8hich i*+ose it. an8a, 7 a* satisied 8ith the situation in our hi%h

school, it e;ists a dierence to %et the di#ersit not the discri*ination,

an e;chan%e o o+inions and ides, conse9uentl it reinorces the ondso ainit 8ithin the class. ho8e#er the e;ist certain +oints 8hich are

not clearcut , so 8e@#e discussed the* se#eral ti*es 8ith our

teachers...it@s certainl the 9uestionC do %irls do etter than os atschool i %uess 7 8ill sa, relatin% to * o8n e;+erience that it is

diicult to ind out a con#incin% ans8er, so*eti*es 7 notice that os

+ero*e 8ell in *athe*atics and +hisiks or scientiic su

&ects in %eneral..or %irls eel at ease 8ith rench, =n%lish, raic,

etc..ut so*eti*es also i ind the o++osite .durin% so*e certain*o*ents 7 ha#e tried to seek the reasons o sho8in% less results and

*arks on so*e testsC

A or %irlsC *ae the ocus *ore on their od . .or ecause o the

educational en#iron*ent 8hich is not so encoura%in% (so*e +arents

i*+ose to their dau%hters to re*ain at ho*e doin% house8ork or

cookin%..

A or osC +erha+s ecause the %et easil ored 8ith studin% and

+reer +lain% ootall or %oin% out 8ith riends

-2

"e ha#e rules or ?duelo+: that is in Dutch. 7n Dutch ouso*eti*es ha#e a +hrase, 8ith 8ords ro* the sa*e *eanin%, that

is ?duelo+:. "e ha#e dierent lan%ua%es too. "e ha#e t8o

lan%ua%es -ries and Dutch. -ries is or a s*all +art o The

Netherlands. 7t is a +ro#ince in the North o )olland. "e threecan:t s+eak that lan%ua%e. That lan%ua%e is ro* the Dutch, ut

then ou ha#e other letters and s*ols or the sa*e 8ord.

6. 7s a uni#ersal lan%ua%e easile or desirale

Desirale, ecause then 8e *ust learn another lan%ua%e. "e don:teel like it. nd it isn:t i*+ortant or the 8orld. 7t is not necessar

it %oes %ood no8 8ith the lan%ua%es. Mae the 8orld can =n%lish

*ake to 6nd 8orld lan%ua%e. That is hand or the usiness 8orld

But each countr *ust ha#e an o8n lan%ua%e..

9'ro& UBOD-/ F. To 8hat e;tend are lan%ua%e dierences arriers to

understandin%

"e think that their are reall a lot o arriers et8een thelan%ua%es on the 8orld.

So*e +eo+le in the 8orld are reall +oor and can not aord to %oto school so the can not learn an other lan%ua%e.

-or e;a*+le, 8hen a =n%lish usiness*an %oes to Ger*an,and he don:t s+eak Ger*an and the Ger*an +eo+le don:t s+eak

=n%lish, the don:t can understand each other.

That:s a real i% +role* ecause +eo+le don:t can s+eak 8ith

each other aout i% +role*s like %loal 8ar*in%. nd 8henthe don:t can s+eak aout i% +role*s, the can:t 8arn each

other 8hen so*ethin% is ha++in% 8ith the 8orld.

uestion A 6. 7s a uni#ersal lan%ua%e easile ore desirale

"e think that a uni#ersal lan%ua%e onl desirale is, ecause onthis *o*ent there are so *an dierent lan%ua%es in the 8orld,

+eo+le can:t choose &ust one lan%ua%e. Because 8hen e#erone haschosen a uni#ersal lan%ua%e, e#er countr 8ill sa that e#erone

has to s+eak their lan%ua%e. So8 the countr:s can:t choose one

lan%ua%e. nd then 8e are ack at the +oint that a uni#ersal

lan%ua%e onl is desirale and not easile. 2nl 8hen the hole8orld 8ill choose one lan%ua%e

-7



.. n8a all reasons include *an douts and sta ein% relati#e8ell in su**ur,it has een not ad chan%es toda co*+arin% 8ith *an

ears a%o 8here *i;ed classes, chances di#ided didn@t *ake an trace atestalishe*ents and schools.

*oreo#er, %irls in the Moroccan a*ilies are *ore e;+osed to do the

house8ork, to *ore oten hel+ their *others, ut it doesn@t *ean that

os do nothin% the can do it also ro* ti*e to ti*e, +ersonall at the

*o*ent o the tests and e;a*s, 7 do not +ro#ide so *uch eort at ho*e,

ut durin% the holidas 7 a* oli%ed to. .oh esin the other hand 8hich contains the careers in the uture, 7 elie#eO

8ithin the li*its * *odest kno8led%eO that the orientations or &os

destined or os are the sa*e ones or %irls. other8ise ,in a %eneric

ter*,8e attend a real re#olution 8ith the *oroccan 8o*an .this one is in

interaction 8ith the econo*ic structures, +olitical and social. and could

i*+ose its +lace in al*ost all the occu+ed ields *en.she rises thehistor o *orocco ,this halAcaste countr, di#es in its sociolo%, and

then in its culture...the +roo is the %reat e#ent JK)M7SSJ 8hich +astriute to the di#ersit o Moroccan 8o*en and their e;+loits.

inall, 7 ho+e that 7 could satis ou a little, and ill our curiosit aout

this to+ic, as 7 also in#ite ou to discuss the e9ualitEine9ualit et8een

8o*en and *en in our countr or *ore additional inor*ations

thank oucheers &ihane A 4B2D

-

6 "e elie#e that a uni#ersal lan%ua%e is necessar and o coursedesirale or all o us so that 8e can co**unicate 8ith +eo+le all

o#er the 8orld.7 8e ha#e a co**on lan%ua%e to co**unicate 8e

can share our e;+eriences and kno8led%e 8ith each other. This

8ill increase the sco+e o learnin% nd the 8hole 8orld 8ill reallsee* to e a %loal #illa%e.

Good 8ishes to ou and all o our students

Proshanta and

The students o Grade F6

9 'ro& UBOD1

FA 'an%ua%es dier ro* each other in *an thin%, *ore +recisel

in %ra**ar and techni9ue. To understand lan%ua%e 8e *ust studall its rules and +ractice it throu%h the three skillsC readin%, 8ritin%

and s+eakin% in order to ac9uire it. ll the dierent rules a*on%

lan%ua%es *a distur and conuse us to the e;tent that 8e don@t

co*e to ac9uire the la%uan%e co*+letel.lso one o the +role*sis that 8hen 8e ac9uire our irst lan%ua%e, its rules and ases are

sa#ed in our *e*ories as i;ed ones so anthin% dierent and ne8

8ill *ake us ace +role*s.6A 7 think that a uni#ersal lan%ua%e is so *uch desirale ecause

the asic ai* o %loali>ation and ci#ila>ation is to acce+t each

other as 8e are .To do so 8e ha#e to co**unicate to kno8 thedierent tradition o each countr, so a uni#ersal lan%ua%e is

essential and i*+ortant.

9 'ro& UBOD/ FATo learn, our lan%ua%e is diicult, ecause our #ers are

diicult. 7 think the #ers not ut

the rules are reall diicult. 2ur s+ellin% is #er diicult too. "eind our s+ellin% the

hea#iest or*, o the lan%ua%eC ?Netherlands:. =ach ti*e there aredierent rules. The #ers are diicult ecause, so*e #ers are

irre%ular. l these thin%s are #er diicult. "e ha#e no8 the thin%

?duelo+: in the Dutch lessons.

-6



UBOD-/

3uestion) Ho" do you co$e "i#h #ha#' Do you #ell your

$aren#s e(ery#hing' +re #hey so eager #o $ro#ec# you #ha# you

ee$ infor&a#ion a"ay fro& #he&' In shor#: aren#s% bore or

blessing1

Our Ans"er )

The relation et8een +arents and their children has een a real +ole*ic ora lon% ti*e

$hildren are al8as co*+lainin% aout their +arent:s *isunderstandin%, and

the +arents are al8as co*+lainin% aout their children:s ad haits.

$hildren and adolescents es+eciall, elie#e that their +arents are still li#in%8ith an old *entalit, so the can ne#er reall understand the*, that:s 8h

so*e teena%ers +reer kee+in% a distance et8een the* and their +arents to

a#oid +role*s, ut here is the real +role* 7 the +arents don:t care aout

the adolescent too, there 8ill e no *ore co**unicationO 8itch can +ush

the *inor to take dru%s or e;a*+le.

2n the other side, +arents are %ettin% u+set 8ith their children:sco*+ort*ents and *anners, e#en 8ith s*all details like hairstles or *usic,

the *ain reason should e that the +arents care aout the child and are

al8as trin% to %i#e hi*Eher the est education, ut the don:t ha#e to etoo se#ere to not let the teena%er dislike their eha#iours.

7n the societ 8here 7:* li#in%, 8e ha#e the sa*e +role*C Man teena%ers

are co*+lainin% aout the ad relation 8ith their +arents, the think that

their +arents ne#er listen to the* or res+ect their +oints o #ie8, the also

sa that the +arents can ne#er understand the *odernit.So*e +arents here are still anal+haetic, so the don:t kno8 ho8 to eha#e

ace to the +scholo% o an adolescent, 8itch can %et the* into real

troules.

Personall, 7 think that the *a&or +role* is the ine;istence oco**unication.

Parents should talk 8ith their children and #isA#ersa, not onl aout tri#ial

thin%s, ut also, the should ha#e %reat discussions aout *an to+ics suchas science, culture, +olitics econo*ics etc.. to disco#er and tr to con#ince

each other 8hile there is a disa%ree*ent.Sincerel

7srae

-/

Our ,u&&ar!

-)ha# "ere our ideas "hen "e s#ar#ed'"hen 8e started the learnin% circles, 8e had so *an 9uestions in

our *inds, such asC 8ho are the others %rou+ -ro* 8hat

countries "hat are 8e su++osed to do )o8 can 8e ans8er toother:s 9uestions ..etc..

"hen all the %rou+s 8ere re%istered and all 9uestions 8ere +ro+osed, 8e 8ere e;cited ecause there 8as a #ariet o countries

like C 4S, Nederland, -inland 'eanon, Ban%ladesh etc..The 9uestions 8ere di#erse too and the +er*itted us to disco#er

other cultures and ne8 custo*s.

-)ha# *ues#ion did "e ased #o #he 2earning !ircle'"e asked t8o 9uestions oth related to the lan%ua%eCF A To 8hat e;tent are lan%ua%e dierences arriers to

understandin%

6 A 7s a uni#ersal lan%ua%e easile or desirale

-So&e of #he ans"ers #ha# "e recei(ed 9'ro& UBOD-2

"e are a %rou+ o students o %rani School and colle%e

Ban%ladesh. "e re%ret that 8e are a late to ans8er the 9uestion o

our class.

F. 'an%ua%e dierences are o course a arrier to understandin% ecause 8e all are 8ell con#ersant in our *other ton%ue. But there

are hundreds o lan%ua%es all o#er the 8orld. "e elie#e that this

arrier has een re*o#ed co*+uter. 7n this a%e o %loalisation

lan%ua%e dierences are not a +role* at all. 7t 8as uni*a%inalee8 ears that 8e 8ill co**unicate 8ith the +eo+le like ou 8ho

are thousands *iles a8a and there is a %reat arier o lan%ua%e.But no8 our students are co**unicatin% 8ith our students #er

easil. this is onl ecause 8e ha#e a co**on lan%ua%e i.e=n%lish

-

booklet iearn project, noureddine laouni

Documents