Conference program - Morocco World News

Program of MATE’s 33rd Annual Conference 1

MATE 33rd Annual ConferenceTHEME 1: “Gender Issues in Language Teaching”

THEME 2: “Language Education for Learners with Special Needs”January 28th through 31st, 2013 - Hotel Ryad Mogador Menara, Marrakech

Conference program

Moroccan Association of Teachers of English

www.mate.ma http://www.facebook.com/groups/matemorocco Contacts : [email protected]



Day one : Monday, January 28th, 2013

Time Event Place

12 :00 – 15 :00 Conference registration Hotel lobby

16 :30 Opening Hotel main conference hall

17 :00 Reception

17 :30

Keynote speech 1 : Fatima Sadiqi ‘The Paradoxes of Gender in the Moroccan Educational System’

Hotel main conference hall

18 : 00

keynote speech 2 :Paul Lynch‘Disability and use of appropriate language in educational settings’

Hotel main conference hall

18 :30 Discussion

19 :00 Dinner


Day two : Tuesday, January 29th, 2013

08 :30 – 09 :30 : Keynote paper : Moha ENNAJI

‘Gender and language education in Morocco : a comparative perspective’

Timing Room 1 Room 2

09 :30 – 09 :45‘Responding to challenging issues of gender and sexual identity’Elizabeth Wadell

‘Education for Blind and Visually Impaired: Impacts of Background’Amina Shaalan

09 :45 – 10 :00‘Increasing Female Production in the ESL Classroom: Issues and Recommendations’Khaled Al-Abbadi

‘Teaching of abstract notions in foreign languages to the blind and visually impaired’Mohamed Ezzaoui

10 :00 – 10 :15 ‘Language, Gender and Equal Opportunity’Fatimezahra Iflahen

‘Blind and visually impaired schooling’Jalal Hami Eddine & Wafaa Badii

10 :15 – 10 :30 ‘Multidisciplinary approach to sexism in language’Mohammed Hiddas

‘Working With Visually Impaired Learners- Implications On Classroom Management’Andreea Pulpea

10 : 30 – 11 :00 Discussion Discussion

11 :00 – 11 :25 Break


11 :30 – 11 :45‘Exploring and empowering Deaf community through language’Mohammed Salha & Paul Scott

‘The roots of sexual stereotyping in classroom language’Iman Abu-Khalaf

11 :45 – 12 :00‘Towards a Place for Masculinity Construct in Gender Issues’Fatima Bouzenirh

‘Gender and foreign language learning’Khalid Soussi

12 :00 – 12 :15

‘Meeting market needs: An Evaluation of the Standard of Graduates from the Public Authority of Applied Education and Training (PAAE&T)’Salah Al-Ali

‘The gender Language and the Question of Neutrality in Teaching’Mustapha Boughoulid

12 :15 – 12 :30 ‘Empowering Our Students’Deborah Burger

‘Gender Parity: Traditional Militaristic Curricula versus Women Empowerment’Ousmane BA

12 :30 – 13 :00 Discussion Discussion

13 :00 Lunch


Workshops :

Time slot Room 1 Room 2 Room 3 Room 4 Room 5

14 :30 – 15 :30 ‘Cross Cultural Perceptions of harassment in the classroom’Diana Boxer

‘Walking in the shoes of the disabled people”: ideas and activities to sensitize the EFL learner to the needs of people with physical disabilities’Imane Nejjar

‘Towards Gender Equity in the EFL Classroom’Rasha Halat

‘Original Stories + self-made toys = best practice for literacy’David Vale

‘Practical Activities to Integrate Visually Impaired Students’Marquita Green & Hannah Barnes

15 :35 – 16 : 35 ‘Drama Activities for Younger Learners’Paul Harvey

‘Effective Classroom Management for Moroccan High-school EFL Teachers’Hicham Mahda

‘Using New Media to document and understand gender stereotypes’Jesus Villegas

‘Using Values Clarification Activities in CLT to Discuss Sexism,’Beth Conry and Kristin Rock,

‘Why should we give Men and women’s roles a damn?’Nezha Belkachla

16 :40 – 17 :00 Break


17 :05 – 18 :05 ‘Increasing Classroom Interactions and Student Participation in the Mixed Gender Arabic Classroom Through Use of Scaffolding’Nicholas Taggart & Fatin Abdal-Sabur

‘‘Making Room for Debate’Maria Arruda & Robert Cody

‘A Plea for Neutral Models of Interactional Situations’Gavin Hibbs

‘A Key to Teacher Success: «Withitness»’Hamza Emmanuel Weinman

‘Teaching English Within Literature’Ranin Qarada

19 :00 Dinner

Day three : Wednesday, January 30th, 201308 :30 – 09 :00 : Keynote paper : Stephen McCall ‘Teaching English to young people with disabilities’



09 :30 – 09 :45 ‘Coherence in the educational discourse on gender issues ‘Abdellatif Laklida

Gender differences in Informal ICT Access and English Language Achievement Tests’Saif Aqachmar & Youness Khadira

09 :45 – 10 :00 ‘Teacher-student classroom interaction: towards a non-sexist pedagogy’Fatima Mouaid

‘Gendered attitudes towards ICT among ELT teachers’ Youssef Tamer

10 :00 – 10 :15 ‘Gender and linguistic Landscape in Education’Sarah Feingold

‘Assistive Technology for improving learning of blind & visually impaired students’ Nabil El Maaroufi

10 :15 – 10 :30 ‘Gendered Education and Social Change Moroccan teacher Fulbrigters in Focus’ Mohammed Belbacha

‘Beyond Classroom Outreach: Training our Female Students Get a Grab of International Scholarship’Abdeslam Badre


11 :00 – 11 :25 Break


11 :30 – 11 :45 ‘Evaluating the principles of Gender Equality in the National Textbooks’Nezha Belkachla

‘Cognitive and pedagogical considerations for the teaching of reading of the blind’Abdellatif Zaki

11 :45 – 12 :00 ‘Aspects of Sexism within the textbook’Omar Habdou

‘Education for Blind and Visually Impaired: Impacts of Background’Amina Shaalan

12 :00 – 12 :15 ‘Stereotypes in the Discourse of Folktales: Moroccan Women’s Identity construction’Souad Belhorma

‘My humble experience: teaching blind students’ Mohamed Bakkas

12 :15 – 12 :30 ‘Sexism within English textbooks’Amina Haddadi

‘Able-bodied people’s perceptions of people with disabilities’Jamal Eddine Slimani


13 :00 Lunch


Workshops :

Time slot Room 1 Room 2 Room 3 Room 4 Room 5

14 :30 – 15 :30 ‘Sexism in the classroom and ways to avoid it’Sherifa Ghomrasni

‘Lateral thinking puzzles and gender: Creative thinking in language education».’Ronda & Evan Zelezny-Green

‘Exploring and empowering Deaf community through language’Mohammed Salha & Paul Scott

‘Reaching the ‘sometimes’ unreachable - special needs in ELT classrooms’Phil Dexter

‘Variety is the very spice of life.” Learner Differences: Assets and Challenges’Imane Nejjar

15 :35 – 16 : 35 ‘American English and Trace Effects, free online and downloadable resources!’Christina Chandler

‘Teaching English language to leaners with visual impairment’Paul Lynch, Steve McCall, & Jan McCall

‘Truths of English Grammar’Nicole Safranek

‘Selecting Appropriate Reading Material for Early Readers’Anne Pausback

‘Tales, jokes and pictures as a source of gender stereotypes in the Moroccan Textbooks’Rachida Guelzim

16 :40 – 17 :00 Break

17 :00 – 18 :00 ‘How to Integrate Writing Activities into a Busy Curriculum’Robin Skoglund

‘‘Empowering Leadership Skills of Female Learners in Mixed-Gender EFL classrooms’Fouzia Toury

SIGMATE’s Special Interest Group (SIG) in Special Education NeedsCoordonator : Abdellatif Zaki

Posters as a means of message deliveryAbdelmajid Bouziane

SIGMATE’s Spelling Bee Morocco ProjectCoodinator : Rachida Guélzim


Day four : Thursday, January 31st, 201308:30 – 09:20 : Keynote paper : Mohamed OUAKRIME ‘Gender and second/foreign language learning: Not an issue in Morocco?’


09 :30 – 09 :45 ‘Utilizing Poetry to Empower the Female Voice in EL Classrooms’Kristin Rock

‘Closing the Achievement Gap: Making EFL more Relevant for Boys’Brigitte Rabie

09 :45 – 10 :00 ‘Teaching English to Egyptian Imams: Instruction and Content Challenges’Amira Makhlouf

‘Confessions of a Mansplainer: Gender and the Male Teacher’Richard Kahn

10 :15 – 10 :45 ‘Women in educational leadership possibilities and challenges’Samira Idelcadi

‘She is a man!’Nisrine Rachdi

10:45 – 10:55 Break

Beyond Gender : Is English Becoming Exclusive In MoroccoAbdelmajid Bouziane

‘Bringing Back the Boys’Amy Rich

11 :00 – 11 :15 ‘Unstrolled Avenues in Language Teaching ‘ Elmadani Fahmi

‘Social factors as a direct source of gender stereotypes’Adnane Moubarak

11 :15 – 11 :30 ‘Gender attitudes and behaviors never occur alone!’Abdellatif Zaki

‘Gender Inequity; Defining and Overcoming Obstacles’Abdelmjid Seghir


12 :00 – 12:20 Inter cultural experience: the case of Marrakech access students

12 :30- 13 :00 Closing remarks


Departure

Posters : (these will be displayed during the conference. The presenters are invited to take care of their posters and arrange with the organizing committee).

Poster Title Presenter Teacher / students gender discrimination Btissam Najib

Integrating special needs students in the Moroccan regular classrooms

El Mahjoub, Rajae, FatimZahra, Ahmed Essalmi, Khazroun, Tounsi, Brikioui

Integrating Down syndrome learners in Education Mohammed Benayad

Integrating People with Special Needs in Educational Setting Hilal Zouine


Abstracts and bios

Fatima Sadiqi : The Paradoxes of Gender in the Moroccan Educational System - Paper

Abstract: In reflecting on the status of gender dynamics in the Moroccan educational system almost sixty years after independence, three intriguing paradoxes come to mind. Paradox number 1: on the one hand, the number of female pupils and students has been on steady increase at the primary, secondary and tertiary levels (over 60% of university students are female), yet on the other hand, this female popu-lation decreases drastically when it comes to employment, especially in the higher spheres of decision-making in both the private and the public sectors. In other words, while women’s educational attainment has increased, their participation in the labor force has not increased as expected. Paradox number 2: Morocco is today at the forefront of the Arab-Islamic world with respect to women’s legal achievements, and yet in spite of some progress, illiteracy among women, especially in the rural areas approaches 60% or more. Paradox number 3: urban women have scored significant educational gains, yet it seems these gains benefit Moroccan society more than women themselves. The pa-radox here is that education is not a steeping stone to greater autonomy for women. Education may lead to women’s higher level of social status but still as dependents. The three paradoxes are related. They are rooted in a space-based patriarchy where authority is male, privileges are dictated by a geography/modernity nexus (urban areas and urban languages having precedence over rural ones), lack of improved social status, all of which creating a communication problem that textbooks, the class structure, and current teaching habits reinforce.

Bio-Data: Fatima Sadiqi is a former Secondary School and University teacher. She is also a former Fulbright Scholar and recipient of a Harvard Fellowship. She is Professor of Linguistics and Gender Studies, author of, among other works, Women, Gender, and Language in Morocco (Brill, 2003), editor of Women and Knowledge in the Mediterranean (Routledge, 2012), co-editor of Women in the Middle East and North Africa. Agents of Change (Routledge, 2010), Gender and Violence in the Middle East (Routledge 2011), and Women Writing Africa. The Northern Region (The Feminist Press, 2009). Fatima Sadiqi founded the first Moroccan Centre for Studies and Research on Women in 1998 and the first graduate program on Gender Studies in 2000 at the university of Fez. In 2006, she founded Isis Centre for Women and development (with the aim of bridging the gap between the university and civil society) and in 2009 she was elected President of the National Union of Women’s Associations. In the same year, she co-founded the International Institute for Languages and Cultures (INLAC). Fatima


Sadiqi was nominated a member of the UN Council for Development Policy (E.C.O.S.S.O.C.), and was aalso nominated a member of the Administrative Board of the Royal Institute of Amazigh Culture (IRCAM). From 2007 to 2009, Fatima Sadiqi served as Director General of the Fes Festival of Sacred Music. She is currently writing a book on A Feminism of One’s Own: Amazigh Women’s Agency and the Moroccan Feminist Discourses.

Mohamed Ouakrime: Gender and second/foreign language learning: Not an issue in Morocco

Abstract :A quick glance at the literature on gender issues in language teaching and learning reveals the preponderance of studies carried out in the US, Australia, Japan and Spain. It is only in the last decade that researchers have been interested in other European countries, Asia and the Middle East. In the case of North Africa, with special reference to Morocco, no study dealing specifically with gender issues in language teaching and learning is available to date. The purpose of this paper is to present a brief review of these issues, underline the importance of developing awareness among learners and teachers about them, and draw implications for teaching and future research. Bio-data: Mohamed Ouakrime was Professor of English Language and Applied Linguistics at the Faculty of Arts & Human Sciences, Department of English, Fez Dhar Mehraz until December 2012 when he retired. He taught undergraduate courses (‘First Year Seminar’ and ‘English for Teaching’) and graduate courses (‘Applied Linguistics’, ‘Issues in Teaching and Learning in Higher Education’ and ‘Issues in Sociolinguistics’). He obtained a BA in English Language and Literature from Mohamed V University (Rabat, Morocco) in 1969, an MSc in Applied Linguistics from Edinburgh University in 1978 and a Ph.D. in Higher Education and Applied Linguistics from London University in 1986. His research interests include English Language Teaching, Higher Education and Evaluation, Language Planning and Endangered Languages. [email protected] 666211761

Moha Ennaji :Gender and Language Education in Morocco: A Comparative Perspective

Abstract: The right to education is an internationally recognized fundamental right, central for the realization of all other human rights. This paper advocates for full and equal educational opportunities for all, girls and boys alike, in law and in practice. The purpose of this presentation is to provide a reality check on gender and education in Morocco, reflect upon how to protect and promote gender equality and girls’ right to education as a fundamental human right. It also aims to reflect upon and discuss the scope of the legal framework in terms of the provisions in relation to gender equality. The paper will identify and discuss the most important gender and language issues


that require urgent attention in the context of Morocco, and propose a set of recommendations and actions, including meaningful attention to gender issues in language education in both pre-service and in-service teacher preparation.

Bio-Data : Moha Ennaji, MA, PHD is an Author, International Consultant, Professor of Linguistics, Culture and Gender Studies. Presi-dent and Co-founder of International Institute for Languages and Cultures (INLAC): www.inlac.net. President of the South North Center for Intercultural Dialogue and. Migration Studies: www.csn.on.ma. Director of the international journal ‘Languages and Linguistics’: www.lang-ling.on.ma. Director of the Festival of Amazigh. Culture: www.festivalamazigh.on.ma - Website: www.mohaennaji.on.ma, www.mo-haennaji.on.ma

Kristin Rock, Hashemite University: Utilizing Poetry to Empower the Female Voice in EL Classrooms,

Abstract: Often, objectives for English language courses encompass broad directives such as “to improve learners’ communicative abili-ties” and “to expose students to English literature.” Having been tasked with similar instructions, I designed a unit on women poets as a way to engage female secondary students in learning and communicating in English. The poems prove to be an incredibly rich source of input for subsequent communicative activities as well as for motivating students to take risks in the target language. Various grouping ideas and a variety of techniques for engendering an active conversational class will be proposed. Finally, although the paper discusses the rationale behind the design of a series of lessons within a larger unit on women poets, participants will leave with the actual plans and materials, which, in turn, can be adapted for their [email protected] 962 079 528 5494

Mohammed Hiddas : A multidisciplinary approach to sexism in language Abstract: In English, as well as in many languages of the present world, gender runs under an inconsistent set of vocabulary items. Actu-ally, this reflects a long-term sociocultural heritage. Such an inherent issue goes almost camouflaged to teachers and textbook designers. So often, that inconsistency brings about fuzziness and miscommunication in gender-related communicative events. More seriously, however, gender disparity embodies a large amount of bias in disfavor of female dignity and citizenship. Thanks to the endeavors of feminist move-ments and organizations, gender inequalities have been questioned and eventually reduced in many aspects of life. Consequently, some reparative attempts have been made to make the English gender vocabulary sound neutral and impartially inclusive. Accordingly, a set of new gender words have been created and progressively adopted. Those alternative generics, however, remain limited in use and function. Therefore, it is deemed that English should undergo an explicit, rational and standardized anti-sexist reform.


Bio-Data: Mohammed Hiddas is Assistant Professor of EFL Teaching and Learning at the teacher-training institute “Ecole Normale Supérieure” in Meknes, Morocco. His main interests are applied linguistics, ESL/EFL learning and teaching, translation, intercultural com-munication, and ICT for educational purposes. “ENS”, Meknes [email protected], 0618686035

Ousmane Ba: Gender Parity: Traditional Militaristic Curricula Versus Women EmpowermentAbstract: Gender equity is an aspiration of feminist activists and the Rights movement, but also of global growth proponents most of whom see it as boon rather than bane for having the propensity to respond to the progress gap stalling progress in developing nations. Women’s rights as intrinsic part of the HR tenets is now recognized as overarching, having been incorporated in various UN/AU docu-ments i.e. the Convention on the Elimination of all Forms of Discrimination Against Women (CEDAW). Reform of traditional educatio-nal curricular is therefore conceived/crafted through this prism to allow for gender parity/women uphill mobility. It is key that language teaching be rid of its male-dominated linguistic bias and sexist terminology to effectively address gender inequity concerns and usher in a leveled playing field where equal opportunities will be availed to both male and female. The hapless notion and misconception about wo-men intellectual inferiority must forever be dismissed. It’s when language is purged from its chauvinistic connotation, in written/expository discourse, and academic space is more equitable/ female-friendly, that academic retention and women matriculating in the fields of science and technology in greater numbers can become reality.»

Bio-Data: Besides the more than three decades of experience in the teaching field, I hold a BA (University of Dakar), an MA in English (University of Illinois), and a Doctoral degree in Higher Education Leadership (Nova Southeastern University). I am a specialist in Peace Education and Conflict Resolution, which was the focus of my doctoral thesis. My post-Doctoral research interests revolve around sustai-nable peace, conflict deterrence and post-conflict intervention. [email protected] (773) 667-2231 Maison de la Presse/ Canal-Algerie

Sarah Feingold : Gender and linguistic Landscape in EducationAbstract: My paper will shed light on a project concerning language awareness of students who participated in linguistic landscape activi-ties. I will describe how students’ gender and contacts with a variety of languages in their communities assist them to co-construct repre-sentations of languages, language speakers, language learning in language awareness activities and language diversity, contact and literacy practices in other areas of the world.


Bio-Data: Sarah Feingold PhD heads the English Studies Department at Shenkar College of Engineering and Design. She teaches acade-mic English. Her research interests include linguistics, linguistic landscape, language policy, language learning difficulties second language education, and second language learning of immigrants. Kibbutzim College of Education, Technology and the Arts [email protected] 97236092480

Elizabeth Wadell: Responding to challenging issues of gender and sexual identity Absract : «Challenging topics related to sexual identity (gays or lesbians) and gender come up in English classrooms through discussions of current events and culture, or through comments from students. However, teachers often do not know how to respond when these issues come up. The presenter will share the results of a survey of 84 ESL teachers about their attitudes and experiences with gender and sexual identity in their ESL classrooms. She will then discuss strategies teachers can use to respond to these challenging incidents while also promoting critical thinking, language skills, cultural knowledge, and classroom community.

Bio-Data: Elizabeth Wadell is the academic coordinator and an instructor at the International Education Center at Diablo Valley College, in the city of Pleasant Hill, California (USA). She teaches academic English to students from Asia, the Middle East, and South America. She has an MA TESOL degree from San Francisco State University. International Education Center at Diablo Valley [email protected] +1 415 994 9348

Amira Makhlouf : Teaching English to Egyptian Imams: Instruction and Content Challenges Abstract : A female entering the exclusively male dominated world of Imams has been challenging regarding the form and content of the teaching material. It has shed light on the levels of male-female interaction in a classroom which are already affected by cultural background, age and experience of the learners. This experience also shows how males interact together in the presence of a female and how her presence can be a positive factor leading to learning and development of skills. The American University in Cairo [email protected]

Bio-Data : I Hold a Bachelor’s degree of Psychology and Special Education from Marymount Manhattan College, New York City. I also have New York City and State teaching Certificates. After that, I completed a Masters of Education from Harvard University in the USA. I Have worked in the field of International Education in the USA, The Netherlands, Saudi Arabia and I currently teach English for Special Purposes at the School of Continuing Education in The American University in Cairo. I am a teacher trainer, and I also design and deliver Human Capital skills courses to national and multi-national organizations


Nezha Belkala : Evaluating the principles of Gender Equality in the National Textbooks Abstract: The National Charter of Education and Training (1999) stresses the eradication of gender disparity. As part of the implementation of the principles of gender equality announced in the Charter, instruments, measures and tools have been developed to support the promotion and integration of gender equality in the Moroccan curricula; namely the specifications for the production of textbooks, which define the criteria to be met by new textbooks as concerns the integration of concepts, principles and values of the culture of equality among other values of human rights, citizenship, and democracy. These books should foster and nurture the respect for the principles of equity and equality. The present paper aims at shedding light and sharing ideas on the manifestation of the culture of gender equality in two National textbooks and its conformity to the Universal values.Nezha Belkachla is a teacher trainer in Marrakech. She is active in Women’s associations and in citizenship initiatives.

Rachida Guélzim : Tales, jokes and pictures as a source of gender stereotypes in the Moroccan Textbooks - «Tales, jokes and pictures represent an important and invaluable way of communicationg ideas, values and principles to students who will be future teachers, parents and stakeholders in our society. Unfortunately, when one goes through most of the textbooks in general and the Moroccan Textbooks in particular, these tales, jokes and pictures are often a source of gender stereotypes. In this workshop, I will share some findings related to this issue and discuss the consequences of this on our students and I will also show some good examples of gender representation in some of the textbooks.

Bio-Data : Mrs Rachida Guelzim graduated in 1975 from Roosevelt High school, St Louis Missouri. She studied for 4 years at the Univeristy 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 the co-author of various Moroccan textbooks when she worked as 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, Morocco. She is also, a Cambridge PET/KET and FCE examiner. She has attended several training courses at Bell College and at the Institute of Education, University of London, England. She has also been a Fullbright student in Chicago, Illinois USA in 1993. She is currently, supervisor and teacher trainer at the Academy of Rabat and a teacher trainer and teacher at the British Council Rabat. She has been a member of MATE for the last 33 years and is the current Vice President of MATE. Rabat Academy [email protected] 661158548


Fatima bouzenirh : Towards a Place for Masculinity Construct in Gender IssuesAbstract: The field of gender in its connection with language has namely been investigated by feminist linguists. Thus, in Britain, feminist linguistics has addressed certain areas which bring out ‘ language as a tool of power’. This rsearch has focused on effects produced by choices made at levels of language components( word;phrase,etc) in order to explain the source of sexist behaviours and attitudes in some social domains(e.g.press).Some of this research has also looked at what happens in the classroom to detect areas of inequality and suggest ways of empowering the female population/students. Closer to our context, sociological research has in its turn looked at gender issues by investigating what occurs in schools in terms of gender equity.These studies have namely been carried out by NGOs. Strategies built round awareness of a typology of sexist behaviour would benefit from more focus on the mechanisms at play in masculinity, in an attempt to go to the source of the problem. I would like to suggest a shift of focus from ‘the victim’ to ‘the victimizer’, to the ‘ masculinity construct’ as the locus of the production of sexism and gender inequality. <[email protected] Morocco

Khaled Al-Abbadi: Increasing Female Production in the ESL Classroom: Issues and Recommendations -Abstract: A large portion of gender related issues in ESL instruction relates to the imbalance of female production in the classroom. This paper seeks to explore the issue of female participation in the ESL classroom as it pertains to the productive language skills (speaking and writing). After a brief review of the research regarding the production of female learners in relation to male learners in the classroom, reasons and underlying causes will be explored. Then, some classroom activities and strategies will be suggested to neutralize the variable of gender in learner production. These activities will be based on changes the teacher can make to normal classroom exercises in order to increase female production in the classroom.

Bio-Data: Khaled Al-Abbadi is an English Language Fellow currently lecturing in the English Studies professional BA program at Ibn Zohr University, Faculte Polydisciplinaire de Ouarzazate. He is an American ESL instructor sent by the Regional English Language Office at the US Embassy in Rabat. He has taught English at the post-secondary level in the US, Yemen, and Saudi Arabia. He has been in his current post since March 2012. Faculte Polydisciplinaire de Ouarzazate [email protected] 655197549

Fatima Mouaid : Teacher-student classroom interaction: towards a non-sexist pedagogyAbstract: Gender stereotypes have been attested to exist in all societies and all aspects of everyday life. One such aspect is education. In the present study, a number of university classes from different departments and different levels were observed to examine the extent to


which teacher-student interaction is affected by the gender variable at the tertiary level where participants --, teachers and students --are gender and human rights aware. Based on the findings, some implications are drawn and strategies for a more equitable classroom pedagogy are recommended.

Bio-Data: Fatima Mouaid is professor of English ,sociolinguistics and gender studies in the department of English at the faculty of Letters and Human Sciences, Dhar Mehraz, Fez. Her research interests include , cultural differences, gender studies and sociolinguistic competence. Faculty of Letters,Dhar Mehraz, Fez [email protected] 06 66 06 91 57 Abdeslam Badre : Moroccan Females Students’ Perception about the Attitude of their Male Peers’Abstract: What attitudes do Moroccan female high-school students hold towards their male-peers? How do those attitudes determine the Moroccan female student’s perceptions of her male counterpart? The aim of this paper is to answer the aforementioned questions on the basis of a quantitative classroom piece of research, carried out on 106 Moroccan high school students, from three different schools in Rabat and Sale, between October and November 2012. The thesis holds that Moroccan female students have positive attitudes towards their male counterparts, which in turn, positively influences the male students’ attitudes towards their female peers. Discussing the implications of the study’s findings will base a ground for developing programmatic applicable classroom practices for teachers.

Bio-Data: Abdeslam has been teaching for 10 years in different schools and countries in Morocco, USA, Canada, Europe, he is now the Program Direct at the Institute of Cultural Diplomacy in Berlin – Germany. He is a member of MATE National General Council.

Andreea Pulpea: Working With Visually Impaired Learners- Implications On Classroom Management Abstract : This paper will discuss the main implications of visual impairment on classroom management and give the participants a chance to offer their own thoughts and experience in the classroom.This paper will discuss the importance of encouraging peer support and ways to make sure that the student feels confident and involved in all aspects of the course. Visually impaired students make a very positive contribution and have strengths and abilities which can help everybody’s progress with language learning. I will share some practical activities that can help bring that contribution forward, while also meeting the needs of the rest of the class. My presentation will be a reflection on the nature of the interaction between the visually impaired student, their peers and the teacher in a safe learning environment.

Bio-Data: After my first career in project management in SE Europe, a lifelong interest in teaching and developing materials took me to Portugal, Syria and now Jordan, where I have been working as a teacher with the British Council since 2011. My research has focused on


understanding adult learner needs and developing lifelong skills through the medium of English. I have presented on student needs at BESIG (2009, 2010) and on reading skills at TESOL Arabia (2011). A case study on peer support for students with visual impairments I published last year has since been used by colleagues around the network. British Council Jordan [email protected]

Souad Belhorma: Stereotypes in the Discourse of Folktales: Moroccan Women’s Identity constructionPaper Abstract: This paper criticizes Moroccan folktales and provides an examination of the cinematic production, Kid Nssa, by Farida Benlyazid. The paper aims to deal with the social construction of gender and to analyze the representation of women in folktales circulated in Fez, therefore the role of the later in constructing a feminine identity, reflecting the social status of women and influencing their development. A tale like “the Merchant’s Daughter and the Sultan’s Son” demonstrates that the woman has more agency and cunning than the old perpetuated image of the weak and harem bound stereotype of the Muslim and Arab woman, which are often projected by orientalist productions. The way the woman in this specific tale takes revenge and control of her position demonstrates the extent to which women both questioned and effectively redefined their subordinate position in a patriarchal system. It shows how they may use their cunning to be victors instead of victims in a male dominated culture. (197 words)

Bio-data: Souad Belhorna holds a Bachelor degree of Arts in English and a Master degree in English with a specialization in women’s and gender studies from the University of Sidi Mohammed Ben Abdullah, Fez. She is currently preparing a PhD dissertation on women and development. Miss Belhorma also holds certificates from various courses on women’s rights, human rights, and gender based violence. Sidi Mohamed Ben Abdellah University, [email protected]

Richard Kahn : Confessions of a Mansplainer: Gender and the Male TeacherAbstract: Mansplaining as a word is only five years old, but it describes what is old as the hills: Someone “explaining without regard to the fact that the explainee knows more than the explainer, often done by a man to a woman.” Frequently the explainee recognizes that interruption will not be tolerated and correction will be futile, so her silence in interpreted as passive agreement. If reality fails to match his explanation, the explainer accuses his subject of inborn stupidity or laziness. Mansplaining is endemic in politics where politicians explain what women really want, why minorities deserve second-class status, what the poor really hunger for and what the country needs. It is, however, also pervasive in education where teachers fail to give students the authority to articulate what they know and need to know. Teachers label students as lazy, unmotivated and unqualified to be in their classes, but the real problem might be mansplaining. This paper explores how mansplaining contributes to low achievement and ways to improve student language skills by designing projects that let students explain themselves and become authorities.


Bio-Data: Richard Kahn is presently an English Language Fellow at the University of Mostaganem in Algeria where he teaches modern and post-modern American Literature and oral expression. He previously taught TEFL classes at the Zharkent College of Humanities and Technology in Kazakhstan, and before that, academic writing and literature at Bloomsburg University and Bucknell University in Pennsylvania, USA. He has also been an English and ESL teacher in a Pennsylvania state maximum-security juvenile correctional facility. University of Mostaganem, Algeria (English Language Fellow) [email protected] +213555783391

Salah Al-Ali: Meeting market needs: An Evaluation of the Standard of Graduates from the Public Authority of Applied Education and Training Abstract: This paper reports on a study that examined factors that had a direct impact on the quality of graduates from the Public Authority of Applied Education and Training (PAAE&T) in Kuwait. The study also examined the degree to which the graduates met the requirements of local employers. The study consisted of: a review of the literature; a questionnaire given to a sample of students in selected departments; interviews with department heads at the PAAE&T; deans of related colleges and institutions; deans of industrial liaison offices in the selected sample of the PAAE&T; and supervisors in industry who have direct contact with prospective PAAE&T graduates; and employed graduates. This paper concluded that there was a need to develop a proper labour strategy to ensure that graduates from PAAE&T are equipped with the required knowledge, skills and attitudes to meet industry and business requirements.

Bio-Data: Salah Al-Ali holds a Ph.D from Newcastle upon Tyne University UK 1988. He published 4 books, 23 Paper in Refereed journal, 19 conference paper, 13 patents certificate (UK), and 10 Patent design (UK); and finally he was awarded 5 gold models. College of Technological Studies [email protected] (PAAE&T) in Kuwait 00-965-99887762

Abdelmjid Seghir Charif Radi : Gender Inequity; Defining and Overcoming Obstacles.Abstract : «Morocco is a country where democratic change is making the headlines. It is a country where all major institutions are being reformed to suit the progressive implementation of democratic practices. Hence, it is no longer acceptable for a critical field such as education to be portrayed as a “gender biased” field, or as a place where the students are still discriminated against based on their gender. It is true that many efforts have been exerted in empowering women and reforming education in Morocco. However, it seems that “Gender Equity” is still lagging behind. So, why do inequitable practices still persist in our educational system? And how can we, teachers, provide the necessary and adequate assistance to help eradicating this phenomenon?


Bio-Data: Abdelmjid has been a teacher of English at MEN since 2011. He has got a BA in TEFL and ICT 2010 from Ibn Zohr University, Agadir, [email protected] 663426482

Lingling Xu : Teachers’ identity construction in Hong Kong School-based assessmentAbstract : «There has been a paucity of research into English language teachers’ identity construction in School-based Assessment (SBA). This study is an attempt to extend understanding of how teachers position themselves professionally and are positioned by others in SBA in Hong Kong. This paper argues that context (especially the immediate context), agency of teachers and power relations in which teachers are placed are key factors affecting teachers’ identity construction in SBA. Based on the data collected, this paper proposes a three-dimensional model for unpacking identity formation of Hong Kong senior secondary English teachers during SBA. Employing this model, this study categorises the teacher interviewees into three camps: the Farmer Camp, the Legal Enforcer Camp and the Critic/Reformer Camp. This categorizing enables theorization of the complicated and yet context and agency-dependent nature of language teacher identity construction. It also serves to provide a new lens to examine key factors influencing this process and the inter-relationships among these factors. This study maintains that the three dimensions of the model are in a dynamic interrelation.

Bio-Data : Lingling Xu is currently a PhD student at the Faculty of Education, University of Cambridge. She is an assistant editor of the Journal of Trainee Teacher Educational Research. Her research interests include English language education, education inequalities and identity construction, especially in higher education in the greater China area. Prior to her PhD studies, she worked as an English teacher in Hong Kong secondary schools. She pursued her Masters’ study in Assessment in Education at King’s College London as a British Chevening Scholar.

Deborah Burger : Empowering Our Students Abstract: Regardless of how well polished our classroom presentation is when we introduce our students to a very sensitive subject such as gender issues, we cannot hope to have any positive impact if our students cannot hear us. Human history teaches us that when the students raise their built-in barriers upon hearing their instructor broach a “haram” subject, the impact will be quite negative, rather than neutral. This study looks at instances in modern history where various forms of oppression have been fought and lifted. These history lessons inform us as to how and why oppression is fed, the terrible snags in instituting change, and why, when change is made available, its acceptance is a remarkably difficult human feat. Five general guidelines are presented for avoiding the stumbling blocks we would otherwise


be certain to face in broaching sensitive issues in the classroom, and the presenter demonstrates specific methods that she has successfully used to enable her students to at least glimpse the possibility of gender equality.

Bio-Data: Deborah Burger is from greater Detroit, Michigan, which is the “Arab capital” of the United States. This semester, she began her current position as an English Language Fellow, (through the U.S.A. Department of State), teaching Business Communication and English for Academic Purposes at Sohar University in Oman. Deborah earned her MATESOL degree at Madonna University in 2005, and taught ESL in American universities and community colleges from 2005 until moving to Oman in October. Most of Deborah’s community college students were refugees from Iraq, while at Wayne State University in Detroit, they were almost exclusively international students from Saudi Arabia. Sohar University, [email protected] , 968-9437-1560

Mohammed Belbacha : Gendered Education and Social Change: Moroccan teacher Fulbrigters in Focus Abstract: This paper sets out to interrogate the gender component in relation to present-day education in Morocco. Obviously, gender issues permeate to varying degrees the whole curricula of educational institutions in Morocco and generate different approaches that seek to effectively address the topic with a view to sustaining a kind of symbiosis among different values coming into play. In fact, this kind of symbiosis is intimately connected to a plausible sense of understanding among all intervening parties of teaching-learning process either within the boundaries of Morocco or without. In the course of my paper, the focus will be put on some of Moroccan Fulbright teacher exchangees and the ways they embrace after having been exposed to American education to drive home real constructive gendered education in Morocco, thus effecting positive social change and reducing the prejudices engendered by insular perspectives.

Bio-Data: Mohammed Belbacha, teacher of English at Zarktouni High School, Guercif, PhD candidate Mohammed First University Oujda Teacher, Guercif [email protected] 06 06 84 90 67 Hilal Zouine : Integrating People with Special Needs in Educational Setting Abstract: The purpose of this presentation is to show the importance of integrating learners with special needs in educational institutions as a significant step to facilitate their integration in social life. The current legislation is valuable, some of it, however, is yet to be enforced and implemented.


Youssef Tamer : Gendered attitudes towards ICT among ELT teachers Abstract: This paper is part of a large-scale research going on to investigate Moroccan ELT teachers’ attitudes to ICT. It focuses on one part of the investigation, namely a review of the relevant research on gendered attitudes towards ICT among teachers worldwide. The aim is to share views about this topic and to lay the groundwork for other colleagues to do similar studies in order to find out how much attitudes of teachers in Morocco are gender related and based. The rationale behind this is to help find out the factors that influence the development of computer attitudes so that teacher educators could consider them in their computer instruction designs and create a useful computer experience for ELT teachers in trainings in Morocco.

Bio-Data: Dr. Youssef Tamer, Associate Professor Coordinator of Master “TEFL AND ICT” Ibn Zohr University, Agadir. www.tamer.ma - [email protected]

Amina Shaalan Al-Hadi : Education for Blind and Visually Impaired: Impacts of Background Abstract: In this paper I am going to discuss one of the most pressing issues in teaching English for blind and visually impaired which is the impact of students’ background on their language skills. My reference in this paper is Shirley Brice-Heath’s study about literacy events and literacy practices. Most students at Al Hadi Institute who face reading and writing difficulties come from environments where parents are semiliterate or have negative attitudes toward disabled children. Therefore the difficulties the blind and visually impaired face in language learning result from the negative impacts of their backgrounds not from their physical disabilities. To collect my data I am going to interview 4 to six students from AL Hadi Institute along with their parents. Then I am going to compare the answers with the students’ achievements in English. At the end of the paper I am going to present a number of photos with captions that show how Al Hadi Institute is coping with the negative impacts of students’ background to improve their English communication skills.

Bio-Data: Amina has been teaching at Al Hadi Institute for students with special needs for 5 years. Her students are blind and visually impaired. Most of them have reading and writing difficulties. [email protected] 71133198

Abdellatif Zaki : Cognitive and pedagogical considerations for the teaching of reading of the blind Abstract: Teaching the visually impaired requires a special awareness of how they perceive the various elements of their environment and how they cope with abstract concepts. Drawing on a comparison of the reading processes of the sighted and the blind, the paper discusses the implications of the differences of the two for teaching reading to the blind and the visually impaired. The paper concludes with a set of pedagogical recommendations for the teachers of the blind. [email protected]


Nabil El Maaroufi: Assistive Technology for improving learning of blind & visually impaired students Abstract: The objective of this presentation is to do a quick overview of technologies for teaching blind and visually impaired. Nowadays, assistive technology facilitates teaching and school integration of blind and visually impaired people. It also greatly facilitates access to information, helps bridging sighted and blind people by many communicative channels like e-mail, skype and facebook.

Bio-Abstract: Nabil El Maaroufi is a computer engineer. He is currently the manager of the company “Centre-BVS, Basse Vision Services”. Being blind himself, he proposes various solutions to help blind and visually impaired people to use computers, facilitate there scholar and professional integration, as well as some useful accessories for everyday. He also teaches computers adapted for the blind using screen reading software. Centre-BVS Basse Vision Services [email protected] 669784100 Omar Habdou :, Aspects of Sexism within the textbookAbstract: This paper aims at taking a look at the factors behind sexism at school which I presume has known a noticeable decrease over the last decade due to cultural, psychological and pedagogical changes in the Moroccan educational system. It also presents a study of the textbook in order to carry out an objective evaluation that stems from a pedagogical perspective. Therefore, our analysis of the phenomenon will be based on qualitative and quantitative accounts to demonstrate the different aspects of sexism and to pinpoint the extent to which the new textbooks have enhanced or brought to a minimum gender stereotypes that have so long hindered the learning process. As a matter of fact, practitioners, supervisors and teachers can judge the case better than anyone else. For this purpose, a part of the practical findings of this study was based on some of their reflections and opinions about the subject matter. However, a practical interpretation of the quantitative data has revealed some areas of weakness in the textbooks where sometimes faint recognition is paid to women as independent and equal to men, Our effort, therefore, was mainly concentrated to spot these areas and show how influential and destructive they are to women’s public image.

Bio-Data: Omar teaches English at Imam Bokhari High School in Chichaoua. Highly interested in the areas of ICT and ELT, he has so far taken part in some relevant national events including MATE national conferences, NEAPE and the ICT international conference in 2012. He also worked in Chichaoua Access Program (2010 - 2012) as a teacher and Drama Workshop Entertainer. He was on the staff of the Chichaoua Summer Camp 2012 which aimed at expanding students knowledge and discovering their several skills in different domains like drawing, cooking, singing and acting. [email protected] , +212666814993


Adnane Moubarak : Social factors as a direct source of gender stereotypes.Abstrabct: In this presentation I will argue that gender stereotypes are not only spreading via textbooks, teachers’ inclinations, but also by the different cultural backgrounds within different communities in Morocco. Tales/jokes are only tiny components that worsen these stereotypes. The major source, in my opinion, is the widespread biased ideas within a certain community in general, and the kind of education children receive at home before attending school, when a school is available. Bio-Data: Adnane got a B.A 2009, and became a teacher of English at the MEN in 2011. [email protected] 610698123

Mustapha Boughoulid : The gender Language and the Question of Neutrality in TeachingAbstract: It is hard to understand exactly what is meant by the term ‘‘gender’’, and how it differs from the closely related term ‘‘ sex’’. So, awareness about the gender issue in language teaching has slowly spread over time. But it will take some time to be put into practice. However, ‘‘The Gender Language and the Question of Neutrality in Teaching’’ is an attempt to minimize the gender bias that favors men or excludes either men or women when discussing or exposing a topic that is applicable to both sexes. Hence, the use of the stylistic clunkers such as ‘‘ his/her ‘‘ or ‘‘ s/he’’ will not save the problem. It is time, then, that grammar changes to meet the needs of its users and consider alternatives for a better use of a neutral language in teaching.

Bio-Data: Mustapha Boughoulid is an English teacher in Imam Elboukhari high school, Delegation of Chichaoua. He graduated from Kadi Ayyad University, Marrakech. He is also working as a teacher advisor and RELO/MATE Access coordinator. He is an active member of MATE and conducted many presentations and workshops locally, regionally and nationally.

Iman Abu-Khalaf : The roots of sexual stereotyping in classroom languageAbstract: Sexism in the classroom can be very delicate or clear, short-lived or steady, spontaneous or systematic. Unfortunately, sexism in the classroom means that no one, whether the male or female side, is receiving equal and unbiased education. Such behavior has several effects on the students that could be carried on to their future. It can be clear in the students’ self-esteem, overall educational levels, career choice and, ultimately, income. Teachers, language, culture; jokes and tales; curriculum, language, pictures, and examples affect strongly the sexism of classroom language. This paper investigates the language employed by classroom teachers. The results reveal a strong tendency toward the use of sexist language by elementary teachers. It also suggests through intervention techniques the tendency to use the sexist language can be substantially reduced.


Bio-Data: Iman Abu-Khalaf Adress: Ramallah P.O.Box 180 Palestine Phone no.009705994789754 Objectives: Aiming at excellence in the working field through hard work, dedication and honesty at challenging environment. Working experience: An UNRWA Employee from 1986 till now school teacher from 1986-1999 school head teacher 1999-2000 schoolsupervisor 2000-2012 support team member 2000 till now part time lecturer at Al Quds OpenUniversity for four years (2006-2009) Tasks&duties Teaching to under graduate students of B.A and school learners. Supervise tens of English Language Teachers Conducted several workshops for teachers and head teachers on teaching methodology and management.] Educational qualifications; Diploma in teaching English B.A. in teaching English M.A. in teaching methodology Several Courses in different educational subjects.

Brigitte Rabie ELF : Closing the Achievement Gap: Making EFL more Relevant for Boys Abstract: Recent results of the 2011 PIRLS study show that there is a significant achievement gap between boys and girls in reading in many countries around the world, with girls often significantly outperforming boys. The author’s experience with training English teachers in northern Jordan also provides strong anecdotal support that boys’ schools are underachieving with very low literacy levels. In addition, English teachers feel they face more resistance to learning in their classrooms in comparison to their counterparts teaching other required subjects. These English teachers are teaching in public schools specifically targeted by a local nonprofit organization, Madrasati, because of poor infrastructure and educational resources. In order to explore some possible reasons for this resistance and lower academic achievement, the author will look at discussions surrounding a marginalized population in the United States, namely young black males, whose academic achievement has been chronically characterized as low for decades. Although different in many ways, both of these male student populations struggle to make connections between their academic English education and their home life and future employment prospects. In other words, the underachievement of these Jordanian boys may reflect a larger systematic deficiency that fails to make English language learning relevant.

Bio-Data: Brigitte Rabie earned her MA in TESOL and Certificate in Teaching Reading to Adults in 2008 from CSU Sacramento. After earning her degree, Mrs.Rabie taught basic academic reading and writing skills to students at the university. Mrs.Rabie is now an English Language Fellow in Amman, Jordan where she is conducting workshops for English teachers serving in underfunded public schools. She is interested in providing techniques and strategies on how to encourage participation of all students, promote risk-taking in the language classroom, and improve reading comprehension. ; Amman, Jordan [email protected]


Abdelmajid Bouziane : Beyond gender: Is English becoming exclusive in Morocco? (Paper)At the time when English has gained momentum worldwide, its teaching has shrunk in the Moroccan public institutions over the last decade. This paper describes the measures that have restricted English provisions in the Moroccan public schools and universities and therefore have made English elitist. It shows how the private sector has taken over the provisions of / in English successfully. It also raises the roles NGOs and other non-educational institutions have played both in the quality of provisions and in the spread of English in Morocco. Posters as a means of message delivery (Workshop)One way of message sharing is the use of posters. This workshop shows the participants why and how to design posters. Samples of posters will be shared and suggestions of assigning poster to students in order to publicize their messages will be put forward.

Biodata : Abdelmajid Bouziane holds a PhD in education. He is an associate professor at Hassan II Mohammedia / Casablanca University. He has participated in many national and international conferences and workshops. He has published on different issues related to ELT and has reviewed books, CDROMs, and sites. He has been a director and trainer for Hornby schools and other international events. He is the editor of ELTeCS AME List (English Language Teaching Contacts Scheme for Africa and the Middle East). His main interests include: (quantitative) classroom-oriented research, ICT in education (especially in the teaching of languages), literacy (in ESL/EFL), teacher training, NGOs, and quality assurance in education.

Amy Rich : Bringing Back the BoysAbstract: The high school drop out rate for Bedouin boys in the Negev is on the rise while girls are successfully graduating and moving on to university. High school enrichment classes geared towards girls, girls’ empowerment programs, and journals and projects focused on successful Bedouin women; these are just some examples of the current emphasis on engaging and empowering young Bedouin women. What about the boys? What is the cause of achievement gap between high school boys and girls? It there a viable connection between the increasing status of the woman in Bedouin society and the high school drop out rates for boys? This presentation will examine these questions and offer some solutions to rethinking the approach we take to educating boys. It also aims to equip educators with ideas to better integrate boys into the changing high school classroom.

Bio-Data: I am an English Language Fellow who is currently serving in several Bedouin high schools in Southern Israel. I have had the pleasure of teaching ESL/EFL for the past 10 years, all over the world. Working in the Bedouin sector has been a particularly unique experience that I value greatly. ELF USA [email protected]


Abdellatif Zaki : Gender attitudes and behaviors never occur alone! Abstract: The paper reports and investigates cases of gendered attitudes in language classes. The paper discusses these attitudes within the framework of other exclusive attitudes observed in the same classes. An evaluation of the approaches adopted to addressing these issues will be presented. [email protected] Morocco

Amina Haddadi : Sexism Within English Textbooks Abstract: To teach students a new language is to introduce them, by necessity, to a new cultural paradigm, a new mode of perceiving reality and, therefore, a new way of thinking. In this respect, teaching English as a foreign language requires some strategies and skills that facilitate this task for both teachers and students. Accordingly, my paper is intended to demonstrate how the correct implementation of gendered education would largely enhance the five Cs: communication, culture, connection, comparison, and communities in English language education. My focus is to analyze some communication dialogues extracted from Outlook pertaining to the common core level with a view to demonstrating the ways the element of sexism has been portrayed.

Bio-Data: Amina HADDADI holds a Master’s degree from Mohamed First University Oujda, she is a High School Teacher.

Saif Aqachmar: Gender differences in Informal ICT Access and English Language Achievement Tests Abstract: Gender differences in language learning have been extensively and widely researched for many years. Yet, very few studies have investigated gender differences in ICT and language achievement tests in English. The present paper then aims at discussing gender differences in digital-Media literacy and English language achievement tests. In other words, it is meant to examine the relationship between informal ICT access among boys and girls and their language achievement in English. Simply put, this paper will examine the relationship between ICTs’ access outside formal educational settings and the degree of girls’ digital-media knowledge between boys and girls in Moroccan secondary schools. The results of the study have shown that boys have obtained higher scores than girls in digital media literacy test but they have obtained lower scores in the language achievement test. The paper will also draw on the implications of the study for language teaching and learning.

Bio-Data: Mr. Saif Aqachmar is a high school teacher of English as a foreign language in Morocco. He graduated an MA in Applied Linguistics from Moulay Ismail University in Meknes, Morocco in 2011. He has also earned a certificate in integrating the Internet into the


Classroom from Lewis & Clark College in Portland, Oregon, USA in 2006. He is teaching the professional bachelor in the school of arts and humanities, university of Moulay Ismail in Meknes. His fields of interest are Applied Linguistics, Psycholinguistics, ICTs and language learning/teaching; Media and Language learning/ teaching, Gender and new literacies. Moulay Ismail University [email protected] 669080425

Youness Khadira : Gender differences in Informal ICT Access and English Language Achievement TestsAbstract: Gender differences in language learning have been extensively and widely researched for many years. Yet, very few studies have investigated gender differences in ICT and language achievement tests in English. The present paper aims at discussing gender differences in digital-Media literacy and English language achievement tests. In other words, it is meant to examine the relationship between informal ICT access among boys and girls and their language achievement in English. Simply put, this paper will examine the relationship between ICTs’ access outside formal educational settings and the degree of girls’ digital-media knowledge between boys and girls in Moroccan secondary schools. The results of the study have shown that boys have obtained higher scores than girls in digital media literacy test but they have obtained lower scores in the language achievement test. The paper will also draw on the implications of the study for language teaching and learning. Youness Khadira is a high school teacher of English in Meknes, Morocco. He holds MA in Applied Linguistics from Moulay Ismail University in Meknes, Morocco. His fields of interest are Language and culture, language and gender, discourse genres and ICTs. Moulay Ismail University. [email protected] 619796877

Nisrine Rachdi : 212+0658736She is a man! Abstract: The paper addresses seven items; namely, (i) what does language sexism mean within the pedagogical stream and in second language teaching and learning in particular (English), (ii) why does the teacher need to learn and be aware about this issue, (iii) what are the principles of this issue, (iv) how can the latter be applied in classes, (v) why is awareness and taking language sexism into consideration are necessary for both teachers and students, (vi) what are the possible consequences of the existence and non-existence of language sexism in teaching for teachers and for students and, (vii) is it appropriate to present some samples to have the dream come true?


Bio-data: 2012: holds a Master (Applied language Studies and Research in Higher Education) Dhar EL mahraz. Nisrine has attended several conferences and seminars on language education related issues. [email protected]

Samira Idelcadi: Women in educational leadership possibilities and challenges Abstract: This presentation will explore women in educational leadership in Morocco. The presentation will focus on current trends in educational leadership? Whether gender affects leadership styles? Whether Moroccan women are represented or underrepresented in Educational leadership? What are the major challenges and how can we encourage the rise of female leaders?

Bio-Data: Samira Idelcadi is an ELT supervisor trainee. She has been teaching for 16 years. She is a member of Mate Local branch in Tiznit and a member of MORCE-net. She holds a Msc in Management and Public Services Policy from Kings College London.Her main interest areas of research are Educational Leadership and Teacher training. CNFI [email protected]

Mohamed Bakkas : My humble experience: teaching blind studentsAbstract: It was an exciting and hard year when I met blind students in my classroom. I was wondering how I could teach them like their other partners who do not suffer from the same problem. It was fascinating as I tried to search and find ways to cater for both their learning and testing. I was very lucky as they were studying with sympathetic mates who helped them with copying and so on. They were so interested that they asked me to make cassettes so as to improve their listening and pronunciation of English. I interviewed some of them to talk about their experience and how they would like to be taught.

Bio-data: I have been teaching English for fifteen years. I hold a DEA degree in linguistics. I am a member of MATE and the regional branch of Agadir. I am the coordinator of two projects: Access and connecting classrooms. I am the coordinator of the team winning the International School Award in 2012. Ibn Soulaiman Roudani, [email protected] 0666052257

Imane Nejjar Ecole Normale Superieure [email protected] 661102807 Title: “Walking in the shoes of the disabled people”: ideas and activities to sensitize the EFL learner to the needs of people with physical disabilities


Abstract (workshop 1): Language teachers should not limit themselves to the teaching of language mechanics but should see themselves as educators of the future generation. They should prepare their young learners for a heterogeneous society where individuals not just coexist in the same environment because they have to, but are individuals who accept, respect and value others who may look different or think or behave differently from them because they have some physical and/or mental disabilities. The aim of this workshop is to sensitize students to issues affecting people with physical challenges for a better understanding of their needs and feelings through the medium of EFL material that is disabled people friendly. Imane Nejjar Ecole Normale Superieure [email protected] 661102807 Title: “Variety is the very spice of life.” Learner Differences: Assets and Challenges -

Abstract (workshop 2): Human beings share a lot of similarities but also many differences. These differences are noticed both in their capabilities and in their limitations. Differences in race, ethnicity, gender, family background, language, and religion as well as differences in intellectual and physical abilities can be assets and/or challenges that teachers and educators encounter at school. Teachers should be aware of those differences in order to make of their classes learning environments where potentials are enhanced and roadblocks are removed and where every individual learner finds their place and shine. This paper will try to shed light on individual learner differences in the Moroccan school and offer some tips on how to address those differences to maximize learning and make every learner develop a sense of belonging in their class, school and social environment. Mobile furniture for group work

Bio-Data: A teacher trainer at Ecole Normale Superieure in Rabat

Phil Dexter British Council UK [email protected] 0044 7769235439Title: Reaching the ‘sometimes’ unreachable - special needs in ELT classrooms (Workshop)Abstract: All learners are ‘special’ but many, otherwise intelligent individuals, have additional needs. Our responsibility as teachers, trainers and educators is to reach learners in ways they learn rather than lock everyone into a single approach to what successful learning and intelligence is. I will suggest both ideas for identifying additional/special needs and strategies supporting teachers working with all our learners. The focus will be on how both teachers of English and all subjects can support learners on the low to moderate special/additional needs spectrum in mainstream schools and based on creating a successful inclusive teaching and learning environment in achieving every body’s full potential. I will focus on dyslexia, Attention Deficit (Hyperactive) Disorder and Autism/Aspergers in particular. Reference will also be made to other additional needs such as dyspraxia, dyscalculia, gifted and talented as well physical, visual and hearing impairment. This is a session is not intended for a specialist audience; it focuses on how to support learners who have needs not identified or who


have not been given the necessary support. The challenge is more one of learning difference and not learning difficulty. The challenge of special/additional needs is too important to be left only to the ‘experts’.

Bio-Data: «Phil Dexter is Teacher Development Adviser for the British Council United Kingdom. Phil works on projects in India, Sub-Saharan Africa, and Middle East, South Africa as well as in Europe developing courses and materials for primary and secondary and advises British Council offices and Ministries of Education. Phil holds a diploma in Special Educational Needs (with Distinction). Phil previously worked for the British Council as a teacher, trainer and project manager in Bulgaria, Czech Republic, Slovakia, Croatia, Saudi Arabia and Libya on a range of projects including pre-service education, in-service education and English for Peacekeepers. Phil is specifically interested in programs that support continuing professional development.

Diana Boxer University of Florida [email protected]: Cross Cultural Perceptions of harassment in the classroom (Workshop)Invited Keynote Address: Perceptions differ cross culturally about what constitutes sexual harassment.Abstract: This is a particularly critical issue in the domain of higher education, where teachers and students may come from very different cultural/linguistic backgrounds. Societies differ dramatically on what behavior and language is acceptable and appropriate and what is tolerated in professional settings. This keynote address highlights twelve real scenarios that occurred in a university setting when the teacher was a non-native speaker dealing with native speaking English undergraduate students. Perceptions deal with two possibilities: 1) that behavior construed as sexual in one cultural is not in others; and 2) that sexual innuendo in power relationships is more accepted and tolerated in some societies than others. Implications for harmonious working relationships are pinpointed and explored.

Bio-Data: Diana Boxer is Professor of Linguistics at the University of Florida. Her teaching and research focus on discourse analysis and pragmatics, sociolinguistics, second language acquisition, the ethnography of communication, and gender and language. Her latest book is The Lost Art of the Good Schmooze: Building Rapport and Defusing Conflict in Everyday and Public Talk (Praeger, 2011). She is author of Complaining and Commiserating: A Speech Act View of Solidarity in Spoken American English. (Lang, 1993); Applying Sociolinguistics: Domains and Face-to-Face Interaction (John Benjamins, 2002); and co-editor (with Andrew D. Cohen), of Studying Speaking to Inform Second Language Learning, (Multilingual Matters, 2004). She has published articles on the pragmatics of face-to-face discourse in several edited collections and in the Journal of Pragmatics, Discourse and Society, Text, TESOL Quarterly, ELT Journal, Multilingua, Annual Review of Applied Linguistics, and Women and Language. Her commentaries on language have aired on National Public Radio’s All Things Considered.


Jamal Eddine Slimani [email protected] MoroccoTitle: Able-bodied people’s perceptions of people with disabilitiesAbstract: This paper aims at shedding light on able-bodied people’s perceptions of and communication with individuals who have disabilities. Those perceptions are mostly shaped by the powerful phenomenon of social construction, i.e., people “learn” to perceive individuals with disabilities based on what the different agencies of socialization (family, school, peers, and the media) have “taught” them. Therefore, communication between able-bodied persons and people with disabilities is influenced to a great extent by those perceptions. It is hoped that this paper will provide valuable information for people who may interact with people with disabilities and teachers who may have students with disabilities in their classes.

Bio-Data: I started teaching English in high school in 1987. In 1997, I got an M.A in Speech and Human Communication Studies from Edinboro University in Pennsylvania, USA. In 2010, I obtained the Doctorat National from Hassan II University-Mohammed. The title of my thesis was, “The Use of AAC Devices by Cerebral Palsy Students: A Case Study.”

Jesus Villegas Bethlehem University [email protected]: Using New Media to document and understand gender stereotypes WorkshopAbstract: Participants will learn about small-scale media projects they can undertake with their students to help reduce negative stereotypes in society in general. Projects will learn include: Photography Composition, Photo Stories, Photo Essays, and On-line Photo Sharing. Participants will learn how to use mobile phones and point-and-shoot cameras to document and discuss gender stereotypes with their students. By encouraging students to document the world around them, students themselves become more aware of cultural stereotypes that are part of their everyday life. They begin to discuss the various ways in which they, themselves, promote stereotypes- often unconsciously. Creating a photo essay emboldens students with the power to discuss ways in which stereotypes about gender roles, for example, affect their daily life. Because so many students nowadays use social media to share their life online, creating photo essays as part of an English class, gives students the language they need to help raise awareness, with the international community, about this important subject.

Bio-Data: Jesus Villegas has taught ESL and EFL for sixteen years in various countries and settings. A self-taught photographer, Mr. Villegas integrates media into his daily teaching, including filming his students to help them self-assess their learning. He’s an English Language Fellow at Bethlehem University, in Palestine, where he teaches English Language skills and runs a photography club. A former Language


Fellow in Tunisia, he taught “TEYL (Teaching English to Young Learners)”. Serving as a Peace Corps Volunteer in Macedonia, Mr Villegas co-trained Peace Corps Volunteers on TEFL methodologies. He has published two photography books with student-photographers in Tunisia and Palestine.

Hamza Emmanuel Weinman Center for Language & Culture [email protected] 0672371199Title: A Key to Teacher Success: «Withitness» WorkshopAbstract: Defining the qualities that make up a successful teacher is a very difficult, perhaps impossible, endeavor. However, based on research one quality that all successful teacher seem to share is something we could call «withitness» - or the ability of the teacher to fully present (with-it) during the teaching process. This will be an interactive workshop to investigate key ideas related to withitness and to look at how we can be more with it as teachers.

Bio-Data: I am from Taos, New Mexico in the Southwest of the United States. I have been working as an educator in Marrakesh since 2001. Since 2009 I have worked at the Center for Language & Culture as an English teacher and the International Program Coordinator. I am married to a wonderful woman, Nora Fitzgerald, and we have three children who speak English at home and French and Arabic at school. I know the logistics of such things can be hard, but I would prefer a morning presentation time if possible. Do presenters have to register for the conference?

Paul Lynch, Steve McCall, & Jan McCall - University of Birmingham UK [email protected] Abstract: 1) Learning basic Braille (Grade 1). Transcribing names and a couple of riddles; 2) Song with actions. Half group blindfolded; 3) Group conversation under blindfold. Feedback to groups. 4) Good lesson /Bad lesson. Some participants are sighted and some blindfolded. Feedback to groups. 5) Examples of good teaching practices when teaching a language to students with visual impairment. Breakout session during the conference Survey/questionnaire aimed at determining the position of SEN in Morocco e.g.VI inclusion in mainstream/special schools.

Bio-Data (Speaker 1): my name is Dr. Paul Lynch and I carry out research at the School of Education, University of Birmingham into the educational inclusion of children with visual impairment in low income countries (sub-Saharan Africa). I work closely with.


Bio-Data (Speaker 2): Dr. Steve McCall, who is an Honorary Senior Lecturer at the School of Education and has worked in the field of education and visual impairment for over 35 years.

Bio-Data (Speaker 3): Jan McCall is a retired deputy-head teacher of a special school for the blind in Birmingham and has 25 years experience teaching children and young people with visual impairment .

Mohamed Ezzaoui Title:»Teaching of abstract notions in foreign languages to the blind and visually impaired» by Mohamed Ezzaoui,

Bio-Data: President of the African Association of the Blind, Vice President of the World Blind Association, Former President of the national Association of the Blind in Morocco. He has taught English to the Blind for many years and has attended many international conferences throughout the world.

Khalid Soussi INPT Rabat Title: Gender and foreign language learning Abstract: Any teacher who’s taught languages to mixed groups will agree that female students have a stronger tendency to be «better» learners. Maybe, we have also noticed that it is somehow easier to teach female learners, especially at the beginning stages of FL learning. My article will try to answer two major questions in this regard. The first one is: Is there a tendency among female foreign language (FL) learners to speak more than males at the early stages of the learning process? The second question concerns the extent to which the two genders might differ in discipline matters. In this context, I advance two hypotheses: a- Females are less resistant to the «»egoistic»» dissatisfaction of being a «»beginner»» b- There are generally fewer discipline problems with female language foreign learners. The confirmation or refutation of the aforementioned hypotheses would uncover important socialization insight implications for language education in general.

Bio-Data: Khalid Soussi is a teacher of English in the department of humanities and English studies at the National Institute for Telecommunications (INPT), Rabat, Morocco. He holds a PhD in languages education from the Faculty of Education, Al Irfane, Rabat. Most of his teaching revolves around the evolution and effect of telecommunications on modern society. The main courses he teaches are: Mass media and modern society; Cyberspace: legal, ethical and social issues; Introduction to Business Intelligence; TOEIC preparation.


Abdellatif Laklida CRMEF-Marrakech Title: Coherence in the educational discourse on gender issues Abstract: It seems that gender issues in education are generally dealt with in terms of their presence/ absence in textbooks or in the curriculum. Another major trend is in the form of attempts to spot cases of violation of some international or national regulations and conventions relating to the rights of women, particularly discrimination. The present paper tries to deal with the coherence of discourse relating to gender issues as manifested in some official educational documents and textbooks. This is based on the assumption that Morocco has recently made important progress at the level of regulations (constitution, family code, ratification of several international conventions and declarations). This progress has put a more demanding responsibility on the educational system, which has to contribute to making the values and attitudes underlying these conventions and laws a priority in educating and socializing the new generations. This requires of the system to formulate a coherent discourse in the official resources serving as its foundations.

Jalal Hami Eddine & Wafaa Badii OAPAM School, CasablancaTitle: Blind and visually impaired schoolingAbstract: This paper is expected to shed light on blind and VIPs’ conditions of learning and teaching. When blinds have some characteristics, handicaps and special needs, teachers need to be aware about the existence of this category first, as anyone of them may have a blind or a group of blind students. Experts, supervisors and stakeholders are also concerned in understanding the problems and therefore, contributing in finding suitable solutions to them.

Bio-Data (speaker 1): I’m a teacher in OAPAM school in Casablanca. I like poetry and writing. I practise associative work.Bio-Data (speaker 2): My name is Jalal Hami Eddine. I’m an English teacher at OAPAM school, Casablanca. I’m also a journalism student and associative activist. I like to exchange opinions about politics, society, and psychology

Robin Skoglund ENS in Rabat Title: How to Integrate Writing Activities into a Busy Curriculum (Workshop) Abstract: We all know our students need more writing practice, but how can we find time to include it in a busy lesson and when will we find time to correct it? You can develop “self-correcting” and “peer correcting” exercises based on the materials you are already using. Brief writing activities can be a follow up to a listening, speaking, reading, grammar, and vocabulary or pronunciation practice. Results can


be checked by the writer or by a peer. The teacher can collect some of these and partially correct them using limited assessment criteria, or assess them holistically, subjectively, as an alternative method of assessment to whatever activity they follow. In this workshop, we will see some examples of the above and then work in groups to develop a range of integrated, self-correcting activities from materials currently used in Moroccan schools.

Bio-Data: Ms Robin L. Skoglund is currently an ELF teaching Academic Writing at ENS in Rabat. She received her MA in TEFL from SIU and has taught ESL/EFL in all levels and skill areas of both ILPs and Academic LPs for more than 30 years. Other skills include writing curriculum guidelines, developing oral and written placement, assisting in registration and placement, acting as coordinator, and using technology for teaching. Employment history includes San Antonio College, UNAM in Texas, the ILP of the University of California, Davis, and the TESL Institute of Tulane University in New Orleans. Teacher training experience includes the development and instruction of 5 courses for two teacher-training programs for Mexican teachers at UNAM and two in Mexico. Finally, she has been a frequent presenter at conferences for UNAM and TexTESOL II, and traveled to Vera Cruz to present at MexTESOL and to Mexico City to present at UNAM.

Fouzia Toury - Ifriquia Middle school Title: Empowering Leadership Skills of Female Learners in Mixed-Gender EFL classrooms WorkshopAbstract: The purpose of education is to create leading individuals who are active, successful and autonomous in their communities. English is not only viewed as a mere linguistic structure but a source of leadership and empowerment. This workshop, “Empowering Leadership Skills of Female Learners in Mixed-Gender EFL classrooms” , will focus on the concept of leadership, the characteristics of a leader, the relationship between leadership, education and empowerment of women, the significant role of English teachers to use content and strategies to foster the girls’ leadership skills and to implement their daily pedagogical routine with different leadership activities that serve the purpose of creating leaders and powerful women.

Bio-Data: Fouzia Toury is an English teacher. She has been teaching English for nine years in a variety of different settings, namely Ifriquia middle School, American School of Professional English, British Center and Engineering University of Computer Sciences (SUPEMIR). She also worked as a translator in a medical company in 2004. She has a BA in English literature and another one in Communication. She has recently started writing articles in Morocco World News Online Magazine and in Oxford Magazine. She participated in Layoun MATE Conference on the 16th and 18th November 2012, as a speaker of the workshop, ‘Promoting Creativity in Large Classes”. She frequently says: ‘I can’t imagine myself not being an English teacher.’


Beth Conry and Ms Kristin Rock, Hashemite University Title: Using Values Clarification Activities in CLT to Discuss Sexism, Workshop Abstract: Values clarification activities can be an excellent vehicle for bringing discussions of gender issues into the English as a Foreign or Second Language classroom. Some of the possibilities of using values clarification tasks in Communicative Language Teaching will be explored in a model lesson designed by Dr. Peter Shaw at the Monterey Institute of International Studies. Centered on the story of Alligator River, the workshop will lead participants through a series of listening and speaking tasks that will necessarily engage learners in a discussion of a number of social issues, including sexual discrimination. Language awareness raising tasks set the tone for cordial agreement and disagreement among group members and follow-up writing exercises enable participants to reflect on thoughts that may have gone unspoken during the activities.

Bio-data: Beth Conry is currently an English Language Fellow in Aqaba, Jordan providing teacher training workshops for English teachers in underfunded public school in the region. Beth spent the last two years as a Language Trainer at Samsung Human Resources Development Center in Korea. She holds her M.A. in Linguistics from Northeastern Illinois University in Chicago where she taught ESL writing classes and tutored in the campus Writing Lab.

Gavin Hibbs, British Council, Jordan, Title: A Plea for Neutral Models of Interactional Situations, Workshop Abstract: Much published filmed material produced specifically to facilitate the teaching of language and behaviors observable in familiar interactional situations is seriously problematic. The models presented are often explicitly sexist, carry a lot of deeply confusing non-verbal cultural meaning and present many clumsy attempts at humor based on sexist stereotyping and innate prejudices concerning gender. In my session, I would like to unpack some of the above using a few well chosen examples from recent published materials to demonstrate the objectionable nature of a lot of this material, and, as a consequence, its unhelpfulness as a teaching resource, especially for L2 teachers of English who rightly expect to have culturally neutral and inclusive models of language behavior. [116 words]

Bio-data: I have been involved with English language teaching for almost 30 years, but my formative years were spent in the world of classical music. However, my growing interest in language learning eventually pulled me away classical music towards a career in English language teaching. My first job was in Morocco and since then I have also worked in Algeria, Libya, Thailand, Viet Nam, China (Macau and Shanghai), Lebanon, Malaysia and Jordan. During the last 10 years I have been mainly interested in teacher training and also worked mostly with L2 English language teachers. I am currently the Manager of English Projects at the British Council in Jordan.


Nicholas Taggart & Ms. Fatin Abdal-Sabur U.S. State Department English Language Fellow/Dhofar University Title: Increasing Classroom Interactions and Student Participation in the Mixed Gender Arabic Classroom Through Use of Scaffolding Workshop Abstract: This workshop will discuss how scaffolding techniques can be used to increase interactions in whole class, group, and pair work. It also discusses how using these techniques can help to increase participation of females in whole class discussions in the mixed gender classroom. Anecdotal evidence gleaned from the presenter(s) classroom experience(s) teaching in the Middle East will be used to support the workshops content.

Bio-Data (Speaker 1): Fatin Abdal-Sabur holds an MATESOL from the SIT Graduate Institute, an MFA in creative writing from the University of Pittsburgh and a BA in French from Kenyon College. Over the past 8 years, she has focused on teaching creative and academic writing to both native and non-native speakers of English. She completed a teaching practicum at Al-Yamamah University in Riyadh, Saudi Arabia and is currently an English Language Fellow at Birzeit University in West Bank, Palestine.

Bio-Data (Speaker 2): Mr. Nick Taggart has been in the field of TESL/TEFL for over 11 years. His experience includes teaching, program administration, curriculum design, development, and implementation, teaching, teacher training, program accreditation, and materials review. He holds a master’s degree in Applied Linguistics and Bachelor of Science degree in Mathematics. He has taught both English as a second language in the U.S. and English as a foreign language in Korea and Oman. Nicholas’ areas of interest include ESL vocabulary instruction, the teaching of writing, psycholinguistics, applied pragmatics, socio-linguistics, and program administration.

Anne Pausback Bahrain Teachers College Title: Selecting Appropriate Reading Material for Early Readers Workshop Abstract: Appropriate selection of reading material for early readers effects the quantity and quality of future reading. Early readers may be young children or English language learners. Students should be encouraged to select their own reading material with guidance. Techniques used by primary school teachers to match a book’s reading level to a student’s ability may also be used for English language learners of all ages. The greater access that a student has to the written material, the more likely the book will be meaningful to the student. Reader access exists when readers share common age, ethnicity, and gender with the author and/or protagonist. High accessibility allows readers to use critical thinking skills to make connections between the material and their own lives. Western cultures have generally expected girls to read and understand the viewpoint of older males. This has been less true for boy in regards to literature by women. Less accessible


material should be read with awareness of the situation by both the student and the teacher. Addressing issues of both reading level and access may increase the odds that students develop into lifelong readers.

Bio-Data: My early interest in language was frustrated by the lack of second language speakers in my home, Snowmass, Colorado, United States. In spite of many classes in Spanish, I did not acquire facility in the language until I had the chance to travel. Traveling and language continue to be my passion. In my career, I have taught many subjects to many ages. Although my education was in secondary science, I started out teaching elementary school and have since taught in community college, a college preparation program as well as English as a foreign language to preschool children

Christina Chandler U.S. Department of State, Washington DC Title: American English and Trace Effects, free online and downloadable resources! Workshop Abstract: «The new «»American English»» website provides a wide range of resources and materials for teaching and learning English for a variety of audiences. Sponsored by the U.S. government, «»American English»» is an online resource center for teaching and learning about American English language and culture. This website provides a multitude of engaging materials and resources for teachers’ professional development and for use with students in the classroom. In addition, this site also houses Trace Effects, a new 3-D English learning video game. In this interactive workshop, participants will learn how to navigate the website to download free materials, use Trace Effects with students, and link out to many other educational websites.

Bio-Data: Christina Chandler works for the U.S. Department of State in the Office of English Language Programs. Over the past fifteen years, Christina has worked as a teacher trainer, curriculum developer, and teacher in the Middle East, Asia, Europe, and the United States. Over the years she has taught English, French, Business English, and History, as well as coaching soccer and advising a Model United Nations club. She holds a B.A. in International Affairs and an M.A. in Language Teaching. Christina currently lives in Washington, D.C., but loves to travel throughout the world.

Maria Arruda & Mr Robert Cody Al-Azhar UniversityTitle: Making Room for Debate Workshop Abstract : Implementing debate activities in the language classroom can often seem like a difficult task for language teachers. Teachers


might find themselves unsure of how to structure a debate, how to integrate it into their course curriculum, or how to assess their students during the debate. Teachers might also find themselves faced with questions such as, what topics should I have students debate? How will my students benefit from debating? How will I be able to get all of my students to participate? In this workshop, participants will gain a better understanding of how debating activities can be an effective tool for linguistic development, how debates can foster critical thinking and reasoning skills, and how they can empower passive students to take a more active role in the classroom. Workshop participants will be given a model of debate to use in their classroom, along with other helpful materials.

Bio-Data (Speaker 1): Maria Arruda has been a U.S. State Department sponsored English Language Fellow since 2011 in Cairo, Egypt, where she teaches EFL to junior faculty members at Al-Azhar University. Prior to becoming a ELF, Maria taught ESL to high school students as a New York City Teaching Fellow from 2006-2011. Maria holds a Master of Science degree in Education from Long Island University, and a Bachelor of Arts degree in Film from Emerson College.

Bio-Data (Speaker 2): Robert Cody teaches at Al-Azhar University’s English Language Resource Center in Cairo, Egypt, as a part of the U.S. State Department’s English Language Fellows program. He holds master’s degrees in TESOL and Secondary Education, and has taught English as a second or foreign language in Mexico, Japan, and the United States, in a variety of settings, including secondary school, university intensive English programs, and adult literacy programs. He is from Chicago, Illinois.

Nicole Safranek ELF Title: Truths of English Grammar Workshop Abstract: In this workshop inspired by the research and curriculum of Linda Kunz into sector analysis and what has become known as «x-word» grammar, participants will explore essential features of the English verb system and learn grammar rules that have NO exceptions. Whether you teach beginners or baccalaureate students, adults, teenagers, or just want to educate yourself, come ready for some hands-on grammar discovery activities and a re-formulation of what you thought you knew about English verbs.

Bio-Data: Nicole Safranek is an ELF working with teachers-in-training in Tangier, Morocco. She has taught Middle School ESL through the content areas since 2005, first in New York City, and then in Monteverde, Costa Rica. She was a NYC Teaching Fellow from 2005-2007 and was lucky enough to study with Linda Kunz, the inspiration for this workshop, while working towards her master’s degree.


Ranin Qarada UNRWA Title : Teaching English Within Literature WorkshopAbstract : This presentation aims at proving how useful teaching English as a second Language through literature is. If we want to teach better English, we need to teach it in interesting ways through including didactic literary poems, plays and stories that stimulate student’s interests. These literary works; however, should focus on the needs of both males and females. The presentation shows that literature can be didactic, thrilling and useful at the same time. A comparison between two lessons will fully express my ideas.

Bio-Data : My name is Ranin Samer Qarada. I’m 23 years old, a Palestinian girl living in Nablus, Palestine. In 2011, I graduated from the English Department at An-najah National University as top two with an average of 88.6%. I’ve been working since then. I’ve worked as a translator, an English trainer and a teacher. Nowadays, I’m an English teacher at Balata Basic Girls School «» UNRWA»» which is located in one of the refugee Camps. Literature is my passion and I am a very ambitious girl who is planning to chase her master degree in UK next year.

Ronda & Mr Evan Zelezny-Green English Language Fellows Program Title: Lateral thinking puzzles and gender: Creative thinking in language education». Workshop Abstract: “Using Lateral thinking puzzles” (LTP) are a type of game for small groups in which one player narrates a seemingly unlikely or illogical situation, for which the other players must then find an explanation. LTPs have become widely available as entertainment material for English speakers, but their use in language education seems to be rare. Nevertheless, there is a great deal of potential for integrating LTPs in language education. In the first part of this workshop, the presenters will describe the procedure of an LTP activity, provide some example puzzles, explore the theoretical issues involved, and present some possible challenges to the use of the puzzles in different language learning environments. The participants will then have a chance to experience a game session and discuss how they might incorporate these activities into their context.

Bio-Data (Speaker 1): Evan Zelezny-Green, M.A. is currently serving as an English Language Fellow at the University Badji Mokhtar in Annaba, Algeria. He has 8 years of experience teaching language and culture in the US, South Korea, Madagascar, India, and Germany. He enjoys doing lateral thinking puzzles for fun.


Bio-Data (Speaker 2): Ronda Zelezny-Green is a language educator, teacher trainer, consultant, researcher and learner who has lived and taught on four continents and visited more than 30 countries. She is completing a PhD in Information and Communication Technology for Development (ICT4D) at Royal Holloway, University of London. She is an expert in gender, learning and mobiles.

Rasha Halat Lebanese International University Tile: Towards Gender Equity in the EFL Classroom Workshop Abstract: Since the early 1980’s, David and Myra Sadker have tried to expose many of the gender micro inequities that occur daily in the classroom hoping to make teachers more aware of their practices and the language they use. Since then, many Teacher Education Programs, including the one at the Lebanese International University (LIU) - the institution where I work, started to include modules on gender equity in the classroom. As such, many instructors claim to be aware of this kind of equity and how to achieve it. However, upon analyzing the discourse of five language instructors at LIU, it was found out that the language they use carries heavy traces of sexism despite the instructors’ claims to the contrary. Such findings show that gender inequity continues in the classrooms beneath the veneer of equal access to education. In addition, this inequity is perpetuated and strengthened by teachers of both sexes. Based on these findings, the presenter will propose a few strategies and activities that will help teachers to be more conscious of their practices and the language they use in the classroom. Using such strategies and activities will help both individual educators and administrators insure that instructional strategies and curricular innovations benefit all our learners.

Bio-Data: Rasha Halat, an instructor at the Lebanese International University, is a PhD candidate in Applied Linguistics, specifically Discourse Analysis. She has both undergraduate and graduate degrees in Teaching English as a Foreign/Second Language (EFL/ESL) from well-known American Universities. In addition, she has around 20 years of experience in the domain of teacher-training and teaching English both abroad and in Lebanon. In addition, she has participated in many international and local workshops and conferences on EFL/ESL. Finally, her current research interests are in the domain of analyzing both classroom and media discourses for different kinds of biases.

Sherifa Ghomrasni Agence Tunisienne de Formation Professionnelle Title: Sexism in the classroom and ways to avoid it Workshop Abstract: Raneen is a non-profit organization that product audio stories for children between 5-16 in standard Arabic, It aims at helping children develop effective listening and hearing skills and improve their Arabic language. Founded in May 2009, after receiving the king


Abdulla II Award for youth Innovation & Achievement, Raneen enjoys a team of passionate and dedicated volunteers who are specialized in various fields. Each one of them believes in Raneen’s vision and makes significant efforts to attain this vision. One of our programs in Raneen is the training of trainer’s workshops. Workshop is about how to use the audio stories as a teaching method in the classroom for both teachers and trainers, this workshop usually take place in some “Art space” and 8 hours for two days of training for 25 trainees, that includes an introduction in how to use the audio books and story discussion questions and how to recruit (Dram and Puppets) as Arts by using the audio books. But for the sake of time in the MATE conference we have managed a simple interactive Workshop in how to use the audio books as a teaching material with giving some ideas about the methods of questions used in the stories. Knowing that Raneen is interested in providing Its Audio material for the 13 VI schools in Morocco.

David Vale, freelance primary education consultantTitle: Original Stories + self-made toys = best practice for literacy - Workshop Abstract: Simple, self-made toys are educational gems in the primary classroom. This hands-on workshop will demonstrate how parents and teachers may link ‘child-centered’ storytelling to the making & exploring of super-simple (self-made) toys – so that we can provide an innovative, practical and almost-no-cost resource of enjoyment, motivation, and development of literacy. Of equal importance, the workshop shows how the approach informs & supports more traditional classroom materials for teaching literacy – and how language can be developed across the curriculum for children - and training teachers - in both mother tongue and L2. Do come along –and, if you can, bring a pair of scissors and a box of your own creativity to share with others.

Bio-data: David Vale is the author/co-author of Teaching Children English (CUP), The Cambridge Picture Dictionary, Storyworld (Heinemann), The Language Tree (Macmillan), and The Grammar Tree (Macmillan). In terms of recent challenges - after 2 years of working in at a Children’s Science Centre in India, since 2008 he has been director of the ‘Bustan Al Qusas’ (Garden of Stories) Project in the UAE - and similar Projects at National level in India, Oman and Vietnam - which focus on the development of low cost, literacy-learning ‘kits’ for children, via the professional development of teachers.

Mohammed Salha, Jordanian & Paul Scott, UK British Moroccan Society (BMS) Project Title – Exploring and empowering Deaf community through language. WorkshopAbstract: Exploring the Deaf community, has a wide range of diversity in this community, there are many Deaf people with visual impaired or blind, as they are mainly called ‘Usher Syndrome’, many of them uses Sign Language, and all over the world, sign language is diverse


with linguistic research that has or is being conducted, and proven that it is a language to its own Right. It is important to be able to look at this area, and discover how teaching them or devising training can be catered for this group of people. Looking at the philosophy of peer education, and how this can be played in the Deaf community, that uses Sign Language as a core language. Based in Jordan, and the Deaf community are enriched with Jordanian Sign Language, but however resources are limited for them to access different services, courses in their ‘mother tongue’. It is deem that the education system in Jordan has been restricting and teaching methods for teaching Deaf children/adults are lacking, this thus has profound impact on their employment, career progression, educational and other relevant areas. Looking at interpreter situation in Jordan, this is still in developing stage and no known accreditation course means that the Deaf community cannot access a wide range of services, training, and workshops or partake in events. It is a common knowledge that the written and reading skills for Deaf people in Jordan is below average, and often leave school with poor reading or written skills in Arabic and English. There are many different ways to develop and empower a powerless Deaf community, and this can be achieved through teaching language, written and reading, this means that they can be able to develop or take lead on different areas, so teaching a 2nd language through their 1st language, is essential. Developing a pool of resources to support the teachers in being able to teach or deliver training to this specific group of audience is paramount, because visual materials are deemed better.

Marquita Green & Hannah Barnes ALC Marrakech Title: Practical Activities to Integrate Visually Impaired Students Workshop Abstract: The workshop will draw on experiences of teaching visually impaired teens and adults in mainstream EFL classes and teaching EFL classes for visually impaired kids only. Beginning with classroom set up and routine warm ups, to considerations of pair work, reading texts and introducing and practicing target language, presenters will show how to adapt common EFL activities to create fun and inclusive lessons. The workshop will also discuss additional equipment and support services that can help VI students with their language learning.

Bio-Data: A latecomer to the profession of TESOL, I earned my MA in 2006 and taught at a US community college until becoming an ELF. My original posting to Tunisia was truncated because of political unrest, and I was eventually posted to Marrakech. My projects are varied, but include working with the coordinator of visually impaired programs at ALC Marrakech. Hannah Barnes is the coordinator of programs for visually impaired students at ALC Marrakech.


Paul Harvey The British Council Title: Drama Activities for Younger Learners Workshop (60 minutes)Abstract: The more I teach, the more I am convinced of the benefits of drama. I believe it is a great way of bringing real life into the classroom. Younger children have a natural appetite for expressing themselves through mime and action. In the workshop I hope to show how teachers can exploit these natural abilities to bring language learning to life and make it enjoyable and rewarding. Flipchart I have been a teacher for 29 years, the last seven of them in Morocco. I have previously taught in Egypt, Sudan, Saudi Arabia, the UK and Turkey. I have led workshops on a variety of themes all over the Middle East, but especially on the theme of using Drama in ELT.

Hicham Mahda, Ministry of Education – High school English teacherTitle: Effective Classroom Management for Moroccan High-school EFL Teachers Workshop Abstract: Training EFL teachers on how to manage their classes effectively, and therefore achieve their teaching goals, is the ultimate purpose of this workshop. At the end of this workshop, participants will.

Bio-data: Hicham Mahda is a High school teacher of English at MEN. He earned a BA Degree in English Studies from Mohammed V University, Rabat in 2007, and a BA Degree in English Studies: language and pedagogy from the Faculty of Science of Education of Rabat in 2009. In 2012, he was enrolled in an E-Teacher Summer Professional Development Workshop - Three-week program hosted by the University of Maryland.

Documents

Conference program - Morocco World News