main activities - morce-net

MoRCE-Net 6th National Conference-Marrakech 2019

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MoRCE-Net

Moroccan Resource Centers of English

Network (MoRCE-Net) is a network

whose main interests revolve around

implementing learner-centered

activities and creating professional

collaboration and development

opportunities. It is a platform for joining

efforts among teachers, educational

professionals and institutions interested

in creating resource centers and English

clubs.

HISTORY

Created in Agadir on December

13th, 2011

Organised its first national

conference in 2013.

Has regularly organised its annual

conference.

Launched the 100 Resource Centers

Project across the country.

Purshased its headquarters in Agadir

in 2016.

Published its first student magazine

in 2014.

Published a teachers’ magazine in

2016. MISSION

Contributing to the improvement of

teaching and learning English in

Morocco.

Supporting the orientations of the

Ministry of National Education

and implementing its programs

relating to teaching and learning

English and contributing to

school life activities.

Creating spaces for cooperation,

exchanging educational resources

and sharing experiences and

expertise related to the teaching

and learning of English.

Offering opportunities for life-

long professional development to

teachers of English.

Encouraging educational research

and production of pedagogical

materials in the field of teaching

and learning English.

Setting up favorable

environments for students to learn

English independently and

actively.

Creating opportunities for

collaboration with partners

sharing the same objectives in

Morocco and abroad.

MAIN ACTIVITIES

Organizing a national annual

conference.

MoRCE-Net study days.

Creating resource centers and

English clubs.

Providing pedagogical support

for ERCs and English

language clubs.

Organizing ERCs festivals,

exhibitions, poster sessions

and contests for learners of

English.

Organizing language camps

for students.

Organizing in-service training

programs for teachers.

PUBLICATIONS

Newsletters

Students’ magazine

Teachers’ magazine

Resource centers magazine

Online resources

Pedagogical documents

Moroccan Resource Centers of English Network ⴰⵥⵟⵟⴰ ⴰⵎⵖⵔⵉⴱⵉ ⵉ ⵡⴰⵎⵎⴰⵙⵙⵏ ⵏ ⵉⵎⴰⵙⵙⵏ ⵉⵙⴳⵯⵎⴰⵏⵏ ⵏ ⵜⵓⵜⵍⴰⵢⵜ


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MoRCE-Net 6th National Conference

Theme

Reflections on Current Practices in

English Language Teaching

Date: 21-23 January, 2019

Venue: Marrakech, Morocco

INTRODUCTION

A brief overview of the programs of our previous national conferences, study days or workshops

(samples of these are available on our website: www.morcenet.org) can testify to the variety and

wide scope of the themes tackled over the last seven years. These range from general issues relating

to professional or personal (mainly learner) development, language skills (mainly reading) to more

focused aspects such as English clubs or mobile applications. After consulting with colleagues,

friends and members, there seemed to be a general consensus that it is high time we opted for a

pause or a moment for reflection on our teaching profession as EFL instructors. The choice of such

a broad-type of theme for our next national conference will also hopefully provide an opportunity

for a wider-range audience of participants and speakers from various spheres to take part in this

"reflection session". The 2015-2030 Strategic Vision referred to in the next paragraph is just another

impetus for us all to think deeply over the existing adopted approaches and methodologies in order

to ensure a more successful launch for the reform.

RATIONALE

The Strategic Vision 2015-2030 for the Reform of the Moroccan Educational System currently

under implementation stipulates that the mastery of foreign languages has a pivotal role as a means

of communication and interaction with the society of knowledge and also as a means for fostering

openness, emancipation and cultural understanding. The strategic vision therefore suggests a

number of measures to be undertaken to achieve language learning quality. Some of these measures

are related to the teaching of English as a foreign language and they include the following:

A thorough reconsideration of foreign languages curricula and syllabi.

The adoption of innovative approaches and methodologies to ensure the mastery of foreign

languages at an early age.

The introduction of the teaching of the English language starting the fourth grade in primary

schools.

The use of English as a medium of instruction to teach some content and modules in high schools.


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Hence, this conference will look into the actual status of the English language learning and teaching

in Moroccan schools. It will reflect deeply on the current approaches, methodologies and practices,

and debate extensively on their impact on teaching and learning quality . The conference will also

address the pros and cons of the new language reform as proposed by the Strategic Vision issued

by the Higher Council for Education and Training.

OBJECTIVES

The conference aims to:

strengthen relationships within the Moroccan ELT community.

explore current and innovative practices in English Language Teaching/Learning.

reflect on the current challenges in the field of ELT/ELL.

provide a platform for sharing experiences on best practices.

Train teachers in implementing innovative teaching methodologies.

SUB-THEMES (but not limited to)

Reflections on the current teaching methodologies.

Teaching English to young learners

English as a Medium of Instruction

Promoting the use of ICT for teaching and learning.

Creating and sharing supplementary resources.

Identifying the impact of extra-curricular activities on learning quality.

CONFERENCE COMPONENTS

20-minute papers

60-minute workshops

Panel discussions

Round tables

Poster sessions

Book exhibitions

PROPOSAL & PAPER SUBMISSION

Speakers can submit their proposals using our online speakers’ form

Abstract submission deadline Dec 25th, 2018.

Abstract reviewing results: Jan 05th , 2019.

PARTICIPANTS(about 120)

The participants are mainly English language teachers and the coordinators of English Language

Clubs (ELCs) and English Resource Centers (ERCs) from different Moroccan regions; and also

https://docs.google.com/forms/d/e/1FAIpQLSe5h3rTHnXKnEVhyKvsF2xeOPvDnyaV4mTZaeB6A8PSoNjGDg/viewform


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teachers willing to create and launch new clubs and resource centers.

PARTICIPATION FEES

Participants can submit their application through our online participants’ form. The application

submission deadline is January 10th, 2019.

The participation fees:

MoRCE-Net membership card: 100 MAD (all categories combined).

For residents: 800 MAD full board, lodging (double rooms) and participation fees. (Please expect

an extra 400 MAD for single room).

For non-residents: 300 MAD for breaks and participation fees.

CONFERENCE VENUE

Zalagh Kasbah Hotel & SPA (4*)

Address: Avenue Mohammed VI, 40000 Marrakech, Morocco.

Website: www.zalaghhotelkasbah.com

ORGANISING COMMITTEE

Abdellatif Zoubair, [email protected] 06 66 92 59 08

Mustapha Yassini, [email protected] 06 62 23 38 08

Brahim Imioussaka, [email protected] 06 66 55 14 11

Salaheddine belaassal, [email protected] 06 30 63 33 01

Saadia Bourja, [email protected] 06 62 78 47 27

More information will be available on MoRCE-Net website, www.morcenet.org , and our

Facebook group, accessible from the same site.

Email address :[email protected]

https://docs.google.com/forms/d/e/1FAIpQLSc4Totzj-uuloj4iJAQodjSZ3mv0VmG5gKCcMN0UPkaDgDvSA/viewform

http://www.zalaghhotelkasbah.com/

mailto:[email protected]





http://www.morcenet.org/

https://www.facebook.com/groups/411379705616977/?ref=bookmarks



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DAY ONE

Monday, January 21, 2019

13:00- 16:00 Check-in and registration

17:00-17:30 Opening notes and orientation

17:30-18:00 Reception

18:00-18:10 Inaugural Address: Margit SZESZTAY, IATEFL president (2016- 2018).

18:10-18:30

Keynote speech: “Reflections on Over Three Decades of English Language

Teaching in Morocco”, Abdelmajid BOUZIANE, Professor of Education at the

Faculty of Letters and Humanities Ben M'Sik, Hassan II University of Casablanca.

18:30-18:50

Paper 1: “Effective Integration of Technology in Teaching: SAMR Model As A

Guiding Framework”, Mohamed KHARBACH, Doctoral Candidate and Research

Assistant in Mount Saint Vincent University, Halifax, Canada.

18:50-19:10 Paper 2: “Effective Teaching and Reflective Teaching: Let's Strike a Balance”,

Khalid MOUJTAHID, ELT supervisor, Chichaoua, Marrakech and Elhaouz.

19:10-19:30 Paper 3: “Developing Empathy”, Nik PEACHEY, Freelance trainer, Writer,

Course designer, Conference speaker and Learning Technology consultant, UK.

19:30 -19:50 Discussion

20:00 Dinner

DAY TWO

Tuesday, January 22, 2019

07:30-08:30 Breakfast

08:50-09:00 Update and Announcements


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09:00-09:20

Paper 4: “Evaluating the Contribution of the Sheltered Instruction

Observation Protocol (SIOP) Model as a Prominent Teaching Method that

guarantees the ELLs’ success”, Mustapha BOUGHOULID, EFL Teacher and

Mentor, Chichaoua.

09:20-09:40

Paper 5: “Reflective Teaching: Sharing the Agadir ELT Community

Experience”, Abdellatif ZOUBAIR, Regional ELT Supervisor, Souss Massa

Academy.

09:40-10:00

Paper 6: “Creating Cloud Platforms for ERCs: a Practical Procedure”,

Mohammed HIDDAS, Professor of EFL Teaching and Learning at Moulay Ismail

University, ENS, Meknes.

10:00-10:20 Paper 7: “Developing Effective School Leaders”, Simon COWTON, School

Adviser, North Yorkshire, England.

10:20-10:40 Discussion

10:40-11:20 Break

11:30-12:30

Workshop 1: “Digital Storytelling, a Meaningful 21st Century Tool to Create

and Share Student-Contributed Content”, Abdeljallal EL HARIRI, EFL Teacher,

Agadir.

Workshop 2: “Information Communication Technology in favor of the

Universal Design for Learning”, Sanaa LAMTARA, Teacher trainer, CRMEF,

Casablanca.

Workshop 3: “Making the Most of Digital Resources to Enhance your

Students' Competencies”, Abdelmajid BOUZIANE, Professor of Education at the


12:30-13:30

Workshop 4: “Service Learning”, Hassan AIT MAN, EFL Teacher at Sidi Ou Sidi

High School, Taroudant.

Workshop 5: “How to Settle and Manage an Online ERC: a step-by-step

implementation”, Mohammed Hiddas, Professor of EFL Teaching and Learning at

Moulay Ismail University, ENS, Meknes.

Workshop 6: “Startalk: a Bilingual and Bicultural Program”, Mohammed


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LOUTFI, EFL Teacher, Ksar Lekbir.

13:30-14:00 Poster session

14:30 Lunch

Afternoon Free

19:30 Dinner

DAY THREE

Wednesday, January 23, 2019

07:30-08:30 Breakfast

08:50-09:00 Update and Announcements

09:00-09:20 Paper 8: “Insights into The Japanese Educational System”, Yassmine

MANSOUR, Centre of International Education, Kobe University, Japan.

09:20-09:40 Paper 9: Vers un Modèle d'Intégration Pédagogique Efficace du Numérique

dans les Pratiques Enseignantes , Moulay M'hammed DRISSI, CNFIE, Rabat.

09:40-10:00

Paper 10: “Incorporating Social and Emotional Learning into Classroom

Instruction”, Amina AGHRIS, EFL teacher, Doctoral Student at Mohammed V

University, Rabat.

10:00-10:20

Paper 11: “Role of Observation in Teacher Professional Development”,

Mohammed ERRIHANI, Associate Professor of English and Linguistics at Purdue

University Northwest, USA.

10:20-10:35 Discussion

10:40-11:40

Workshop 7: “The Flipped Learning Model in the Moroccan EFL Classroom:

To flip or not to flip?”, Mohsine WAHIB, EFL Teacher and Phonetics and

Phonology lecturer at Ibn Zohr University, Agadir.

Workshop 8: “Flipgrid: an Innovative Tool in English Language Teaching and

Learning”, Mbarek AKADDAR, ELT Teacher and ICT Trainer, Beni Mellal.

Workshop 9: “Integration of QR Codes in ETL Instruction”, Mohamed

ELOUARDI, ELT Teacher, Al-Majd High School, Inzegane Ait Melloul.


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11:00-12:00 General assembly

12:30-13:00 Evaluation and closing ceremony

14:00 Lunch and checkout


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PAPERS and WORKSHOPS

PAPERS

Keynote speech: Abdelmajid BOUZIANE, Professor of Education at the Faculty of Letters and Humanities

Ben M'Sik, Hassan II University of Casablanca

Title: Reflections on Over Three Decades of English Language Teaching in Morocco

Abstract: This paper reflects on the practices of more than three decades of English language

teaching (ELT) in Morocco. It starts with the history of ELT which shifted from unity to diversity.

Such diversity is mainly brought by the private schools (and language centres) which have boosted

English provisions. The diversity is also incarnated in the accumulation of practices over years and

especially through textbooks and the Internet. However, three practices are to change for ELT to

become more promising in Morocco: (1) assessment which has remained almost unchanged, (2) the

TENOR (Teaching English for no Obvious Reasons; Abbot, 1978) phenomenon at all levels, and

(3) democratising ELT to become less elitist.

Bio data: Abdelmajid BOUZIANE is a professor of education at the Faculty of Letters and

Humanities Ben M'Sik, Hassan II University of Casablanca. He specialises in research on learning

and teaching (foreign) languages. He has published widely on EFL in journals and books in

Morocco and elsewhere. He is particularly interested in EFL, ICT in education, teachers'

associations, research methods and quality in (higher) education. He has been a MATE

member since the early eighties. He has been involved in teacher training both in Morocco and in

other countries. He is the editor of ELTeCS (English Language Teaching Contacts Scheme) Africa

and the Middle East Newsletter.

Paper 1: Mohamed KHARBACH, Doctoral Candidate and Research Assistant in Mount Saint Vincent

University, Halifax, Canada.

Title: Effective Integration of Technology in Teaching: SAMR Model as a Guiding Framework.

Abstract: Technology and more specifically digital web technologies are making huge inroads in

education. They are radically transforming the way we learn and teach. From on-the-go mobile

forms of learning to immersive augmented reality experiences, these technologies are opening new

learning horizons that were to the recent past unheard of. However, a transformative integration of

technology in teaching goes beyond the mere substitution of old-school pedagogies with the new

emerging digital tools, it is rather based on an informed and pedagogically sound approach that

views technology as an end to a desired set of learning outcomes. The purpose of this presentation


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is to explain and provide you with a working model known by the acronym SAMR (Substitution,

Augmentation, Modification, Redefinition) developed by Dr Ruben Puentedura, to help you gauge

your digital practices in class and assist you in making the best of technology in your instruction.

Bio data: Mohamed KHARBACH is a doctoral candidate and research assistant in Mount Saint

Vincent University in Halifax, Canada. My doctoral research centres on the analysis of media

discourse of radicalized groups, ISIS as a case study. My research interests include: critical

discourse analysis, critical pedagogy, critical theory, visual research methodologies, and emerging

literacies. I am also the editor of the blog Educational Technology and Mobile Learning.

Paper 2: Khalid MOUJTAHID, ELT Supervisor, Chichaoua, Marrakech and Elhaouz.

Title: Effective Teaching and Reflective Teaching: Let's Strike a Balance

Abstract: Effective teaching can be gauged by the actual gains in learners' performance, a teaching

that leads to students' achievement. Many models and frameworks (kyriakidis 2013, Danielson

2007) attempted to describe the core elements of effective teaching. When assessing teacher quality,

recurrent components are shed light on namely, content/pedagogical knowledge, quality of

instruction, classroom climate, classroom management, teacher beliefs and professional behaviour

(coe et al. 2014). Teacher evaluation mainly rests on observing such components in teaching

practices. Nonetheless, the teaching profession is of such a complexity that it is unlikely to capture

the essence of which in discrete principles or standards. Teaching is an art as well where the teacher

brings his personal self intellectually, physically and emotionally to the classroom realm. Indeed, a

teacher is entitled to reflect on his performance in order to refine it. This presentation seeks to share

a vision about teaching that incorporates research-based teaching skills and bottom-up sustaining

professional development strategies. Distinguishing the concept of teacher as an effective/reflective

professional from the view of a passive practitioner or a mere technician.

Bio data: Khalid MOUJTAHID is a supervisor who has worked in three directorates so far,

Chichaoua, Marrakech and Elhaouz. He had worked as an Efl teacher in different villages and cities

including Tinghir, Tamanar, Mejjat, Asni, and Marrakech. His interests include didactic research,

discourse analysis, translation, and theatre.

Paper 3: Nik PEACHEY, Freelance trainer, Writer, Course designer, Conference speaker and

Learning Technology consultant, UK.

Title: Developing Empathy

Abstract: In a recent webinar that I delivered for the British Council on Emotional Intelligence and

Coaching, I introduced the concept of Empathy Mapping. This caused quite a stir and many people


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were quite excited by the prospect of having a tool that enabled the development of empathy. The

process of empathy mapping was originally designed to help companies understand the needs of

their customers, but can very easily be adapted to the teaching and training classroom to help us

better understand the people we are working with, their pains and their motivation.

Bio data: Nik PEACHEY is a freelance trainer, writer, course designer, conference speaker and

learning technology consultant. He has been involved in education since 1990 and has lived and

worked all over the world. He is a two-time British Council Innovations Award Winner and the Co

- founder of PeacheyPublications.com. You can find his blog

at: https://quickshout.blogspot.co.uk/ and his curation sites at: http://www.scoop.it/t/tools-for-

learners and http://www.scoop.it/t/learning-technology He also publishes a twice monthly Learning

Technology and ELT newsletter at: https://tinyletter.com/technogogy/

Paper 4: Mr Mustapha BOUGHOULID, EFL teacher and Mentor, Chichaoua.

Title: Evaluating the Contribution of the Sheltered Instruction Observation Protocol (SIOP) Model

as a Prominent Teaching Method that Guarantees the ELLs’ success.

Abstract: The increase in the needs of the English language learners (ELLs) in terms of

achievement and proficiency urged educators to call for new teaching strategies that sound more

adequate and appropriate. The Sheltered Instruction Observation Protocol (SIOP) Model emerged

as a world-wide prominent teaching method that guarantees the ELLs’ success when it has to do

with the understanding of content and language learning. Morocco is no exception because the

implementation of the SIOP Model has proven in different areas in the world its adequacy in helping

ELLs achieve proficiency. This experimental research was implemented in an urban school which

is known for its diversification. The findings reported after the adoption of the SIOP Model as a

teaching approach showed that it is a reliable and adequate teaching method in terms of content and

language proficiency. The use of wh-questions as key indicators to measure the learners capacity of

understanding and responding correctly throughout the experimentation phase showed the

superiority of the ELLs in the SIOP classes in contrast to learners in the mainstream classes. This

superiority was embodied in terms of the high scores obtained in providing correct answers in a

short time.

Bio data: Mustapha BOUGHOULID is an EFL / ESL teacher. Holder of two Master degrees:

1. (2018) Master of Linguistics and Advanced English Studies, Cadi Ayyad University, Marrakech,

Morocco.

2. (2015) Master of Education : Curriculum & Instruction, Concordia University, Portland, Oregon,

USA.


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3. Fulbright Alumni with a teaching certificate from The University of Delaware, (USA) on the

theme: “The Techniques of Teaching in an EFL Classroom”.

4. (2010-2012) Obtained three online teaching certificates from The University of Oregon (USA)

“Access Teacher Development Online Program: Speaking, listening and pronunciation

skills”

“Critical Thinking for English Language Teaching (ELT) Curriculum”

“Methods: Project-Based Learning”.

He is also a member of the MoRCE-Net national board, ex-coordinator of ACCESS program and

the actual coordinator of ERC in Chichaoua.

Paper 5: Abdellatif ZOUBAIR, Regional ELT Supervisor, Souss Massa Academy.

Title: Reflection on Practice: Sharing the Agadir ELT Community Experience

Abstract: Numerous studies have attested to the essential role of reflective teaching in promoting

teacher professional development. Participants will be informed about the outcomes of the reflective

teaching experience conducted over the last few months in different secondary schools in my Agadir

supervisory area. One of the observation tools designed by Agadir teachers will also be put forward

and discussed. Time permitting, the audience will be invited to share their own similar experiences.

Bio data: Abdellatif ZOUBAIR is currently serving as the regional coordinating ELT supervisor in

the Souss Academy. In addition to his supervisory work, he had worked for fifteen years as head of

the Academy test-design team. Abdellatif Zoubair had taught courses at the English department at

Ibn Zohr University and served as TEFL methodology trainer for US Peace Corps. He conducted

translation work for Royal Air Maroc and Mohamed Sixth Foundation for Environmental

Protection.

Paper 6: Mr Mohammed HIDDAS, Mohammed HIDDAS, Professor of EFL Teaching and Learning at

Moulay Ismail University, ENS, Meknes.

Title: Creating Cloud Platforms for ERCs: a Practical Procedure

Abstract: The present paper is concerned with the implementation of virtualization and digitization

of English Resource Centers (ERCs) and/or any educational classes. As I mentioned it in MoRCE-

Net 5th Annual Conference via a screencast projection, this involves a partial or total migration from

restrictive physical localities to spacious online platforms. Two major benefits lie behind that: (1)

to help ERC students and teachers overcome the constraints of place, time and transportation and

(2) allow language learners develop their skills at higher rates, each according to their own

preferences and personal circumstances. Accordingly, this presentation provides a generic


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procedural view on how to create and manage those online platforms. This would actually give

access to airy spaces that can host learners and teachers together with all their materials and

activities under neatly more comfortable conditions. For more practical and technical details, a

workshop will eventually be provided as a follow-up session to this introductory presentation.

Bio data: Mohammed HIDDAS is Professor of EFL Teaching and Learning at Moulay Ismail

University, ENS, Meknes, Morocco. His main interests are applied linguistics, ESL/EFL learning

and teaching, translation, intercultural communication and ICT for educational purposes.

Paper 7: Simon Cowton, School Adviser, North Yorkshire, England.

Title: Developing Effective School Leaders

Abstract: This presentation will give an overview and outline of a structured programme called the

Middle Leader Development Programme, which aims to equip the professional learner with a deeper

understanding of the impact of their role as a leader. Accompanied by an experienced mentor,

participants combine academic and theoretical research with focused planning and school-based

action research to link their own personal and professional development to school improvement.

The main objectives are for participants to develop their understanding of the levers that drive

school improvement, to develop strategies to manage others and build an effective team, to know

how to plan and evaluate school-based improvement initiatives, and to build their confidence to

challenge poor performance and to demonstrate the impact of their leadership across the school.

Bio data: Following a 16 year language teaching career in English Secondary schools, I became a

school improvement adviser for North Yorkshire from 2002-2015. I led the introduction of teaching

French as a foreign language to all children in the County's 330 Primary schools, worked with school

leadership teams to improve teaching and learning, set up and supported numerous autonomous

teacher learning communities and developed and led the programmes for developing leadership in

secondary schools. From 2008 to 2010 I also had the privilege to work on joint projects with

Moroccan schools, supported by the British Council. Since 2015 I have worked as an independent

school improvement professional and am delighted to have the opportunity to work with the

Moroccan teachers of English once again.

Paper 8: Yassmine MANSOUR, Centre of International Education, Kobe University Japan

Title: Education in Japan

Abstract: This is a presentation that aims to introduce the Japanese educational system. I tried to

collect all information I have seen first hand and others that I have researched to give the audience


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an insight into a great country's successful experience. Hopefully, This presentation will also be

motivating to all of us to learn from the Japanese example.

Bio data: Yassmine Mansour is a teacher of English in Aljoulane High School, Biougra, Chtouka

Ait Baha. She is currently on a teacher training program scholarship in Japan provided by the

Japanese Ministry of Education, Culture, Sports, Science and Technology.

Paper 9: Moulay M'hammed DRISSI, CNFIE, Rabat.

Title: Vers un modèle d'intégration pédagogique efficace du numérique dans les pratiques

enseignantes.

Abstract: Plusieurs études ont montré que l’usage des technologies de l’Information et de la

Communication (TIC) en contexte d’éducation et de formation impacte positivement

l’apprentissage. Les spécialistes des TICE ne cessent de mettre en avant un récit dithyrambique

assez convaincant pour raccorder l’université aux diktats du revirement paradigmatique du XXIème

siècle. Toutefois, cette euphorie technologique ne doit pas servir de paravent à une série de critiques

partagées par la communauté scientifique. En contexte marocain, les exigences impulsées par

l’avancée de la technologie, surtout dans sa dernière version tactile et mobile et les efforts déployés

dans l’implémentation du numérique éducatif, nous incitent à revisiter nos pratiques pédagogiques,

à repenser la structuration du tandem centre de formation/Etablissement d’enseignement-

apprentissage, à orchestrer des dynamiques, des flux et des transferts, à favoriser la constitution

d’équipes pluridisciplinaires, à valoriser les expériences innovantes et à élaborer des programmes

et des contenus flexibles et intégrateurs, et à doter les enseignants de compétences

technopédagogiques qui répondent aux exigences du 21ième siècle. Notre communication propose

un modèle d’intégration pédagogique du numérique. Il a été élaboré à partir d’une analyse

synthétique des différents modèles conçus dans le domaine de l’éducation et la formation. Son

objectif principal est d’expliquer profondément l’étape de l’« utilisation pédagogique » des TIC. Il

met en évidence la concordance entre les niveaux d’apprentissage de l’apprenant, les compétences

visées, les outils et ressources numériques adéquats pour les activités de chaque niveau et les

méthodes pédagogiques à mettre en application.

Bio data: Moulay M'hammed DRISSI est Professeur de l’Enseignement Supérieur en Technologies

de l’Information et de la Communication dans l’Enseignement (TICE) et formateur au centre de

formation des inspecteurs de l’enseignement dans le domaine des technologies éducatives à Rabat

(Maroc). Président de l’observatoire de la formation et la recherche en TICE. Titulaire d’un doctorat

en TIC et didactique des disciplines, d’un master en TIC et pédagogie universitaire de l’université

Hassan II – Mohammedia et d’un Master « Ingénierie des Médias pour l’éducation (Université de


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Poitiers France), il a travaillé dans le programme de généralisation des TIC dans l’enseignement

(GENIE) au ministère de l’éducation nationale au Maroc sur la mise en place de la stratégie TICE

et dans l’ingénierie de formation en TICE basée sur le référentiel TIC de l’UNESCO (2008).

Passionné par les TIC et leur intégration dans l’éducation, il a participé à plusieurs projets dans ce

domaine notamment en France, en Allemagne, en Espagne et en Corée du sud. Il a aussi encadré le

stage des étudiants Master EUROMIME ayant travaillé sur la conception des dispositifs e-Learning

(au Maroc et en France). Coordonnateur du réseau Télécentres-Maroc, il a collaboré dans les projets

« TIC et développement » avec l’agence allemande pour le développement (GIZ) dans

l’accompagnement de plusieurs associations au Maroc dans le montage de projets et dans la

communication intégrant les TIC. Il a aussi travaillé avec l’UNICEF et l’UNESCO dans plusieurs

projets. Il a ainsi participé à plusieurs rencontres dans ce domaine en Egypte, Tunisie, Jordanie,

France, Espagne, Roumanie et en Allemagne.

Paper 10: Amina AGHRIS, EFL teacher, Doctoral Student at Mohammed V University, Rabat.

Title: Incorporating Social and Emotional Learning into Classroom Instruction

Abstract: There is growing evidence that social and emotional learning result in improved

academic achievement, reduced behaviour problems, and emotional health and well-being. Thus,

teachers need to target the social and emotional aspects of learning by integrating teaching practices

that promote social and emotional learning competencies. The purpose of this paper is to address

the importance of targeting the social and emotional aspects of learning, outline social and

emotional learning core competencies, and present teaching practices that promote social and

emotional learning competencies.

Bio data: Amina AGHRIS is a Doctoral Student at Mohammed V University, Faculty of Letters

and Human Sciences, Rabat. She is a high school teacher of English. She graduated from the

Regional Center for the Professions of Education and Training, Rabat in July 2013. She obtained

her Master’s Degree in Applied Language Studies and Research in Higher Education from Dhar

Mahraz, Sidi Mohamed Ben Abdellah University, Fez in 2012. In 2010, she got her BA in English

Studies from Mohammed V University, Rabat. She has attended several conferences, seminars and

study days on language education related issues, and has participated as a speaker in many events.

Her research interests include English Language Teaching and Learning, Learner Centeredness,

Critical Thinking, Social and Emotional Learning, and Research in Higher Education.


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Paper 11: Mr Mohammed ERRIHANI, Associate Professor of English and Linguistics at Purdue

University Northwest, USA.

Title: Role of Observation in Teacher Professional Development

Abstract: Observation plays an important role in the professional development of teachers and the

health and well-being of the program or the school. The aim of observation should be to promote

reflection, innovation, and development rather than add to teacher anxiety and fear of being

criticized or disparaged. The goal of this presentation is to discuss ways supervisor and teacher can

think of observation as an opportunity for growth and development and a chance to discuss and

share effective teaching practices that can lead to teacher confidence and maximize student success.

The presentation will also discuss how peer observation can be another effective tool for promoting

teacher reflection and growth in the field of language teaching and learning.

Bio data: Mohammed ERRIHANI is an associate professor of English and Linguistics at Purdue

University Northwest, where he also founded and directed the ESL program from 2006 to 2016. He

has also taught at the University of Illinois at Chicago, Al-Akhawayn University in Ifrane, Morocco,

and Al-Azhar University in Cairo, Egypt where he was a senior fellow in 2011-2012. He has

presented and published on language policy in Morocco and language teaching and learning and

continues to research and write especially on language policy in education in Morocco and North

Africa. He is currently a Fulbright Scholar at Chouaib Doukkali University in El Jadida, Morocco,

where he is teaching applied linguistics and research methods. Mohammed Errihani holds a

Bachelor’s Degree in English from the University of Fez, a Master’s degree in Applied Linguistics

and a Ph.D. in English and Rhetoric from the University of Illinois at Chicago.


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WORKSHOPS

Workshop 1: Abdeljallal EL HARIRI, EFL teacher in Ibn Maja High School, Agadir, Morocco.

Title: Digital Storytelling, a Meaningful 21st Century Tool to Create and Share Student-Contributed

Content.

Abstract: Digital storytelling has emerged as one of the most powerful and efficient 21st century

tools. It has maximized engagement for both teachers and students and promoted autonomous

learning through hands-on projects. In this workshop, we will be using the ‘Dramatic Arc’ to

explore, assemble and present a digital story in accordance with the Project-Based Learning

approach.

Bio data: Abdeljallal EL HARIRI has been teaching English for 25 years. H first discovered the

importance of cross-cultural dialogue during his first year of work thanks to a paper and pencil

correspondence mini project between Hiawatha High School (Kansas) and Atlas High School

(Tafraout). Since then, he has always taken part in the global collaboration programs that promote

meaningful dialogue. In September 2015 he co-chaperoned the first group of students who took part

in the pilot in-person Moroccan American exchange. In 2016, he co-facilitated 'My Identity, your

Identity' global project. Currently, he is a PBL Master trainer within the iEARN (International

Education and Resource Network) and a Chris Stevens Youth Network project facilitator. He is also

a member in the Ibn Maja MoRCE-Net Club and a counsellor in Tiddoukla Association for the

Moroccan American Cooperation. Along with Kathy Bosiak, an environment teacher and activist

from North Carolina, he is currently co-facilitating ‘Be Kind Don’t Leave Them Behind’ global

project. The aim is to meet United Nations Sustainable Development Goals that would help to close

the divide between the ‘have’ and the ‘have nots’ worldwide.

Workshop 2: Sana LAMTARA, teacher trainer, CRMEF, Casablanca.

Title: Information Communication Technology in favour of the Universal Design for Learning

Abstract: Learning is a unique experience which occurs according to learners’ preferences, learning

styles and intelligences. These different styles of learning have been examined in various theoretical

models like the Kolb learning style model, the Fleming’s VARK model and the Dunn and Dunn

learning style model. In addition to the different learning styles, Gardner refers to a set of multiple

intelligences which characterize individuals in different degrees. As a result, instruction is tailored

according to variance among learners in order to provide them with meaningful learning

experiences. Unlike differentiation which provides accommodation after the diagnosis of learners’

needs, Universal Design for Learning (UDL) addresses learners’ needs from the onset in order to


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provide them with multiple means of representation, multiple means of expression and multiple

means of action and engagement. These UDL principles are a guiding framework for educational

practices as they maximize learning opportunities for learners. The present paper examines how

various Web 2.0 applications and services enhance the four principles of UDL. It has been found

that technology allows content to be presented in multiple ways in order to respond to different

learning profiles. It also varies means of action and expression for learners with respect to their

abilities and pace of learning. As for students’ engagement, which is the third UDL principle,

technology increases students’ motivation as it provides them with various means of engagement.

Since technology is an important aspect in the implementation of UDL, the present paper suggests

a number of technology options which make it easier to customize learning. The aim is to introduce

innovation in teaching, which responds to learners’ various needs and which promotes ICT best

practices.

Bio data: Since 2015, a teacher trainer in le Centre Régional des Métiers de l’Education et de la

Formation (CRMEF). In charge of 3 modules: management of teaching and learning, Information

Communication Technology integration in teaching and educational research methodology.

Workshop 3: Abdelmajid BOUZIANE, Abdelmajid BOUZIANE, Professor of Education at the


Title: Making the Most of Digital Resources to Enhance your Students

Abstract: This workshop guides the participants to make great use of digital resources in order to

enhance their students' competencies. It starts with listing the features of online supplementary

materials which can complement the face-to-face input. Then it describes the pedagogical practices

on three platforms that are free: Google Classroom, Edmodo and Moodle. The workshop features a

tour of both Google Classroom and Moodle.

Bio data: Abdelmajid BOUZIANE is a professor of education at the Faculty of Letters and

Humanities Ben M'Sik, Hassan II University of Casablanca. He specialises in research on learning

and teaching (foreign) languages. He has published widely on EFL in journals and books in

Morocco and elsewhere. He is particularly interested in EFL, ICT in education, teachers'

associations, research methods and quality in (higher) education. He has been a MATE

member since the early eighties. He has been involved in teacher training both in Morocco and in

other countries. He is the editor of ELTeCS (English Language Teaching Contacts Scheme) Africa

and the Middle East Newsletter.


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Workshop 4: Mr Hassan AIT MAN, Hassan AIT MAN, EFL teacher at Sidi Ou Sidi High School,

Taroudant.

Title: Service Learning

Abstract: Service Learning combines community service with classroom instruction, focusing on

critical and reflective thinking as well as personal and civic responsibility.

Bio data: Mr Hassan AIT MAN is EFL teacher at SIDI OU SIDI HIGH SCHOOL in Taroudant.

He has been teaching English for about 20 years now. Mr AIT MAN is 2011 ILEP Alumnus. He

spent his internship in NKU university, USA. He has been involved in many educational projects.

His school, together with 14 other schools in the SMD Academy, won the ISA award for their

participation in The CONNECTING CLASROOM PROJECT of which he is the school coordinator.

He is also ERC coordinator in his school. Mr AIT MAN has also hosted TGC American teacher

exchange program in his school. Besides, he is actively involved in a global partnership program

with MARSHAL University, USA. Mr AIT MAN has recently got a certificate of achievement from

Oregon University for his completion of an online course at IEI Institute. Mr AIT MAN has

published his first novel entitled “My NAME IS AMINE! “

Workshop 5: Mohammed Hiddas, Professor of EFL Teaching and Learning at Moulay Ismail University,

ENS, Meknes.

Title: How to Settle and Manage an Online ERC: a Step-by-step Implementation

Abstract: This workshop covers a series of practical steps that are required to set up and manage a

cloud teaching and learning workspace. It is intended to illustrate how to (1) create a workspace

online as an administrator, (2) invite students to join the virtual platform and become members

within the classroom of a resource center or school, (3) feed the created workspace with the

materials and utilities needed (e-books and any type of digital documents), (4) allot a special section

for students to speak out their ideas and boost their creativity (a segment for digital magazines,

portfolios, posters, etc.), (5) attribute or deny some special permissions to a group member (helping

the administrator, editing or modifying content, etc.) and (6) interact with the members of the

workspace collectively or individually; which would benefit both teachers and students from vital

educational activities like giving assignments, receiving answers and providing feed-back.

Bio data: Mohammed HIDDAS is Professor of EFL Teaching and Learning at Moulay Ismail

University, ENS, Meknes, Morocco. His main interests are applied linguistics, ESL/EFL learning

and teaching, translation, intercultural communication and ICT for educational purposes.


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Workshop 6: Mohammed LOUTFI, EFL teacher, Ksar Lekbir.

Title: Startalk: a Bilingual and Bicultural Program

Abstract: STARTALK is a federally funded program launched as a new component of the National

Security Language Initiative (NSLI) announced by former President Bush in January 2006 to

increase the number of Americans learning and speaking foreign languages, and to provide students

at all levels of education with an opportunity to learn the foreign languages of their choice. It is also

designed to offer teachers of foreign languages creative teaching strategies to exemplify best

practices in language education and in professional development. NSLI seeks to expand the teaching

of strategically important languages in the United States. Languages taught under the STARTALK

program include Arabic, Chinese, Dari, Hindi, Persian, Portuguese, Russian, Swahili, Turkish, and

Urdu. As part of STARTALK, students have opportunities to communicate with native speakers

either in their country or abroad. Here lies the kind of cooperation that The Inbiaath Association has

with some American Universities: The Pennsylvania State University (2013 – 2016), Virginia

Military Institute (2017 – 2018), and Oxford College of Emory University (2019). It’s based on

Skype Connections in which American and Moroccan students exchange ideas on certain topics that

they have had preparation before with their teachers.

Bio data: Mohammed LOUTFI is a high school teacher. He graduated from the faculty of letters

Sidi Mohammed Ben Abdellah University – Fes in 1984 and then the FSE Rabat in 1985.In 2005 -

2006, he participated in the Fulbright Teacher Exchange Program and so he is a Fulbright alumnus.

He used to be a member of the pedagogical teams in El-Jadida Directorate (1990 – 1994) and

Larache Directorate (2000 – 2017). He coordinated MoRCE-Net Access program in Ksar Lekbir

(2013 – 2016). He is a member of MoRCE-Net national board and Vice- President of the Inbiaath

Association for Development and Education in Ksar Lekbir (Head of Cultural Activities Committee

and STARTALK Supervisor). He founded a Resource Center in Ouled Frej in 1987 and then in

Azemmour in 1990. He supervised the English Language Club and the MoRCE-Net Resource Club

in Mohammadia High School till 2017.

Workshop 7: Mohsine WAHIB, EFL High School Instructor in Ait Melloul and Phonetics and

Phonology lecturer at Ibn Zohr University, Agadir.

Title: The Flipped Learning Model in the Moroccan EFL Classroom: To flip or not to flip?

Abstract: Recently, the use of information communication technology for foreign language

teaching has expanded rapidly. The e-generation is surrounded by a digital culture which has an

effect on the way this generation learns. One of the most modern educational trends to enter this


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digital revolution is the “flipped classroom” (Bergmann & Sams, 2012). This trend plainly

designates a teaching method where the teacher inverts the order of instruction by offering a lecture

via video for students to view at home and then follows up by providing activities in the classroom.

Recent research has shown that this approach had a great success in different classrooms. Yet, there

are no real academic published studies that prove the efficacy of this method in our Moroccan EFL

classrooms. The central tenet of this article is that active learning and students’ motivation, as

embodied in flipped classrooms model, are highly effective instructional principles. The Phonology

course was taught using the inverted model. Quantitative data were gathered in a follow-up survey

to reveal students’ perceptions towards their learning experience. As a result, a number of inspiring

reasons were thoroughly drawn and methodically analysed to be real advocates for the flipped

Phonology classroom model.

Bio data: Mohsine WAHIB is an EFL high school instructor in Ait Melloul and Phonetics and

Phonology lecturer at Ibn Zohr University in Agadir. He is a doctoral researcher working on the

development of EFL teaching practices using the flipped learning model. He is also a member of

the organizing committee of the annual international conference on education quality ICEQ.

Workshop 8: Mbarek Akaddar, ELT teacher and ICT trainer, Beni Mellal.

Title: Flipgrid: an Innovative Tool in English Language Teaching and Learning

Abstract: The theory of multi- intelligences and the diversity of learning strategies and styles

among digital natives require from teachers to diversify their teaching approaches, methodologies

and tools. One of the outstanding platforms which promotes social learning is Flipgrid. This free

online tools offers great opportunities for teachers in general and teachers of English in particular

to introduce innovative practices in the teaching and learning process in their classrooms. When

teachers create grids on different subjects and they invite students to participate, comment and

interact, they encourage them to develop soft skills related to self-esteem, self-confidence and public

speaking. In addition to this, they practice their English and improve their listening and speaking

skills. My presentation is an introduction to the potentials of Flipgrid as a powerful social learning

platform promotes innovation and creativity for individual participants in addition to encouraging

interaction collaboration and team-work among classrooms from different corners of the world on

the other hand through the newly added feature “gridpals”.

Bio data:

English Language Teacher for 30 years.

Certified Microsoft Educator.

Certified National Geographic Educator.


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Certified Flipgrid Ambassador.

Microsoft Innovative Education Master Trainer.

Electronic Village Online Coordinator.

TESOL Professional Development Council Member.

Workshop 9: Mohamed ELOUARDI, ELT teacher, Al-Majd High School, Inzegane Ait Melloul.

Title: The Integration of QR Codes in ETL Instruction

Abstract: As mobile learning has become more widespread, it has actually provided numerous

effective ways to power mobile tools in the classroom, among which are ‘QR codes’. The aim of

this workshop is to introduce the concept of QR codes to the Moroccan ELT community and share

some of its applications in education in general and ELT in particular for the purpose of finding

meaningful uses of new technologies, and thus enhancing English language teaching and learning

in Morocco.

Bio data: Mohamed ELOUARDI is a high school ELT instructor, researcher in Applied Linguistics

and ESP practitioner in engineering higher institutions. He is interested in Integrating ICT in

teaching, ESP, Connecting Classrooms in addition to professional development.


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