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English Language Teaching in Moroccan Higher Education
This book explores the global spread of English and its ramifications for the status of English in Morocco. It sheds light on motivational issues in English language teaching and learning in Moroccan higher education and examines various teaching practices in terms of: teaching effectiveness, assessment and evaluation, written feedback, English-Arabic translation, and undergraduate supervision. In addition to identifying critical issues in the discipline of English studies and the main challenges facing English departments from historical, institutional, and pedagogical perspectives, it suggests strategies for addressing and overcoming them.
Interlanguage Pragmatics: A Study of Moroccan EFL Learners’ Requests
The ultimate goal of this study is to investigate the issue of pragmatic transfer from L1 into the interlanguage of Moroccan learners of English, namely when these learners make requests in English. More specifically, this study seeks to compare the average frequencies of direct and indirect strategies used by both native Moroccan English as a foreign language learners and native English speakers. Finally, this study will further attempt to explore whether transfer decreases as the study level increases, namely the case of the Moroccan EFL university learners at the first and the third level of University. A number of sixty subjects take part in the present study. They are divided into two g...
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Preparing Teachers for the 21st Century
This book addresses two main questions, namely how to prepare high-quality teachers in the 21st century and how the East and the West can learn from each other. It addresses the different challenges and dilemmas that eastern countries, especially China, and western countries are facing with regard to teacher education. We explore the question by examining teacher education research, practice and policy in different countries, identifying both common problems and country-specific challenges. We then try to find valuable experiences, theories and practice which can solve specific problems in the process of teacher education, also addressing how local and global factors impact it. In this regard, our approach does not strictly separate pre-service teacher education from teachers’ in-service professional development, adopting an integrative perspective. Further, we believe the respective social and cultural contexts must also be taken into account. Lastly, we call for teachers’ knowledge and individual character traits to be accounted for in the education of high-quality teachers.
Teacher Agency and Policy Response in English Language Teaching
The role of English in the global arena has prompted official language-in-education policy makers to adopt language education policies to enable its citizens to be proficient in English and to access knowledge. Local educational contexts in different countries have implemented English education in their own ways with different pedagogical goals, motivations, features and pedagogies. While much of the research cited in English language planning policy has focused on macro level language policy and planning, there is an increasing interest in micro planning, in particular teacher agency in policy response. Individual teacher agency is a multifaceted amalgam, not only of teachers’ individual ...
The Creative Wealth of Nations
Demonstrates how we can, and why we should, apply the arts in development to promote meaningful economic and social progress.
Moroccan Cinema Uncut
Moroccan film production has increased rapidly since the late 2000s, and Morocco is a thriving service production hub for international film and television. Taking a transnational approach to Moroccan cinema, this book examines diversity in its production models, its barriers to international distribution and success, its key markets and audiences, as well as the consequences of digital disruption upon it.
