1

Moroccan Association
of Teachers of English
OZT MATE Regional Branch

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15
TH
ANNUAL COLLOQUIUM
THEME:

9en:e;
<otel Bo:gafer =A>en:e Moha??e@ 9= Tineghir
Aate ;
May 23
th
,24
th
, and 25
th
,2014
Bartners;

MATE National
E-mail: matemorocco@yahoo.com e!"ite: ###.mate.ma
MATE $ro%ile
The Moroccan Association of Teachers of English (called herein MATE) is a nongovernmental
organisation that was created in 1979 by Moroccan teachers and suervisors of English! Their
main goal behind that idea is to resond to an urgent need for rofessional develoment
and the develoment of E"T in Morocco! MATE since then accumulated a long e#erience and
e#ertise for its members and non members as well$ for% on a regular basis% &uarterly
newsletters and annual roceedings ensued the annual conference that ta'e lace every end
of March or beginning of Aril! Almost all Moroccan cities hosted the event! (ince its creation%
MATE has gained credibility all over Morocco! Many branches were set u in different cities%
on the ursuit of covering all the geograhical territory! To name some of these) Marra'ech%
Agadir% *uar+a+ate,-agora% .eni,Mellal% /uelmim% fe+% ti+nit% Essaouira% "aayoune% "arache and
Nador!
*uar+a+ate,-agora MATE branch was created on 0
rd
1une% 2333! Earlier to that%
however%
teachers and insectors had been endeavouring in a community,li'e mood and sirit which
culminated in organising two successive annual collo&uia) one in Tinghi r% 1999 and the other in
*uar+a+ate! 4rom then on% the idea of setting u a *uar+a+ate,based branch began to gain
momentum! 5n fact% no sooner had the branch been created than its members unreluctantly
wor'ed seriously% generously and benevolently for the sa'e of their own rofessional
develoment% and for the benefit of their students in the final analysis% esecially that
*uar+a+ate,-agora region is far from the services offered by English centres and universities
that might emower its students as well as teachers of English! 6oming is a brief chronology of
collo&uia organised by *uar+a+ate,-agora MATE branch!
*uar+a+ate MATE branch is bestowed by rich human otentialities that ensure the
sustainability of its members who are willing to accomlish more and more
educational achievements no matter how scarce are material resources% and albeit other
challenges that imede their way! The branch has been reresented by its
benevolent members in many!
2
The %ollo#i&' i" "ome i&%ormatio& a!o(t the )re*io(" collo+(ia:
0
,ATE THEME
-ENUE
1999 Teacher-"t(.e&t ra))ort "ycee -aid *uhmad% Tinghir
27,27 May% 2333
La&'(a'e/ c(lt(re a&. e.(catio&al
re%orm"
6entre de 4ormation des 8rof s! du
8remier 6ycle% *uar+a+ate!
29,27 May% 2331 To#ar. a& I&&o*ati*e Teacher o% E&'li"h 6omle# 6ulturel et (ortif %*uar+a+ate
:,; May% 2332
I&%ormatio& Tech&olo'y a&. E&'li"h
La&'(a'e Teachi&'
6entre de 4ormation des 8rof s! du
8remier 6ycle% *uar+a+ate!
2, 0 May% 2330
Teacher a&. teachi&' material .e*elo)me&t
6entre de 4ormation des 8rof s!
du 8remier 6ycle% *uar+a+ate! 6hamber of
commerce% industry and services%
*uar+a+ate!
27,29% May% 233: 0ri.'i&' the "chool #ith it" e&*iro&me&t
6entre de 4ormation des
8rof esseurs du 8remier 6ycle% *uar+a+ate!
:,7 Aril% 233;
La&'(a'e E.(catio& a&. citi1e&"hi): I""(e"
a&. *al(e" 2Natio&al co&%ere&ce 3
<otel =illage Electrician%*uar+a+ate
;,9 May% 2339
Teacher a&. H(ma&
,e*elo)me&t: hat 4elatio&"5
6entre de 4ormation des 8rof s!
du 8remier 6ycle% *uar+a+ate!
2;,29 May% 2337
E&'li"h La&'(a'e Teachi&' a&. Lear&i&'
#ithi& E.(catio&al 4e%orm" i& Morocca&
6chool"
6entre de 4ormation des 8rof s!
du 8remier 6ycle% *uar+a+ate!
17 ,23 Aril%2337
E&ha&ci&' critical thi&7i&' thro('h
the teachi&' lear&i&' )roce""
6hamber of commerce% industry
and services% *uar+a+ate!
2:,29 Aril% 2339
ELT I& Morocco : Cha&'e" 8
Challe&'e"
6hamber of commerce% industry
and services% *uar+a+ate!
19 ,17 Aril%
2313
9oi&' 0eyo&. the Cla""room:
$romoti&' :orei'& La&'(a'e Teachi&'
a&. Lear&i&'
Thro('h E;tra-c(rric(lar
>ar Atta'af a% -agora
22,2: Aril%
2311!
<The E:L teachi&' a&. lear&i&'
i& the =1"t ce&t(ry: E;)lori&'
e%%ecti*e metho." a&. )ractice">
.ougafer <otel % Tineghir!
2;,27 May%2312
<ENHANCIN9 LEA4NE46? LEA,E46HI$
6@ILL6 TH4OU9H ELT>
6*( *NE% *uar+a+at
2:,29 May%2310 < 4E-I6ITIN9 Lear&er" A 0eha*io(r"
Co&cerr&" TH4OU9H ELT>
>ar Atta'af a% -agora
May 23
th
,24
th
, and
25
th
,2014
<6(rmo(&ti&' Teacher"? Challe&'e" Thro('h
Co&ti&(o(" $ro%e""io&al ,e*elo)me&t>
.ougafer <otel % Tineghir!
MATE Natio&al 0oar.: A)ril =B1C-=B1D
Name :(&ctio&
1.
Nourddine .endou&i
$re"i.e&t
=.
Mohamed A''ouch
1"t -ice )re"i.e&t
E.
"ahcen Tighoula
=&. *ice )re"i.e&t
C.
4ehmi Elmadani
6ecretary 'e&eral
5.
Mohamed Ma'hfi
-ice "ecretary 'e&eral
D.
Mustaha -an+oun
Trea"(rer
F.
<am+a Mahmoud
-ice trea"(rer
G.
?ouness Elyousfi
9e&eral Co(&cil Mem!er
H.
Mustafa -ouhair
9e&eral Co(&cil Mem!er
1B.
Mohamed Abou <achni
9e&eral Co(&cil Mem!er
11.
Abdesalam -ouita
9e&eral Co(&cil Mem!er
1=.
Mohamed .elhamra
9e&eral Co(&cil Mem!er
1E.
5driss 4douli
9e&eral Co(&cil Mem!er
1C.
Abdella Amhaoul
9e&eral Co(&cil Mem!er
15.
Abdeslam Elboumeslouhi
9e&eral Co(&cil Mem!er
OIT MATE 4e'io&al MATE 0ra&ch : May =B1=-=B1C
Name :(&ctio&
1
"ahsen Ahmam
$re"i.e&t
=
@ahhou "houssaine
1"t -ice )re"i.e&t
E
MohamedElmaanaoui
=&. *ice )re"i.e&t
C
Mahmoud <am+a
6ecretary 'e&eral
5
A&cha "ahcen
-ice "ecretary 'e&eral
D
Abdeslam Elboumeslouhi
Trea"(rer
F
Mohamed NaAah
-ice trea"(rer
G
Mohamed .ouargalne
9e&eral Co(&cil Mem!er
H
Mohamed Ait Aha
9e&eral Co(&cil Mem!er
1B
<anane Attar
9e&eral Co(&cil Mem!er
11
Mohamed Abnini
9e&eral Co(&cil Mem!er
1=
>riss AAamlaoui
9e&eral Co(&cil Mem!er
1E
Ait *umai+
9e&eral Co(&cil Mem!er
1C
.rahim Ait Aamar
9e&eral Co(&cil Mem!er
15
Abdelouahab .en4tim
9e&eral Co(&cil Mem!er

THE $4O94AMME
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$re"e&tatio& = - TOO4,6 AN E,UCATI-E ,ATA ,4I-EN A66E66MENT !y
04AHIM ELOUA:I
-$re"e&tatio& E- E%%ecti*e Teachi&' i& a& O*ercro#.e. Cla""J o(l. it !e )o""i!le5
Hi'h "chool a" a Ca"e 6t(.y !y Elho(""ai& I.!ah"i&e
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A& o))ort(&ity %or "t(.e&t" to "hi&e !y ,ri"" EKKamlao(i - ,i"c(""io&
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9(erch
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$re"e&tatio& =- E-)ort%olio" %or co&ti&(o(" )ro%e""io&al .e*elo)me&t !y 4achi. Me%tah
-$re"e&tatio& E- E%%ecti*e $roKect" a&. $ro'ram" 2LE6 )ro'ram/ Tec 'irl"3 !y Mohame.
ELMaa&ao(i
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-or7"ho) 1 U"i&' A(to$lay Me.ia 6t(.io to .e*elo) Lear&i&' A))" !y A!.elo(ahe.
OUL9OUT
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- Chec7-i& a&. re'i"tratio&
- O)e&i&' ceremo&y
- @ey&ote ")eech : Co&ti&(o(" $ro%e""io&al .e*elo)me&t !y Lah"e& Ahmam.
- 4ece)tio&
- ,i&&er
1. O)e&i&' Ceremo&y:
6hort ")eeche" !y :
*-T MATE @egional resident!
1st =ice resident
/overnor
MEN >elegate
6ity 6ouncil resident
*ther guests!
=. @ey&ote ")eech : Co&ti&(o(" $ro%e""io&al .e*elo)me&t !y Lah"e& Ahmam.
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$re"e&tatio& 1: C$,: a")ect"/ )(r)o"e" a&. Im)leme&tatio& !y O(ar.a&i
Mohame..
*uardani Mohamed
8hone) 3997729910
E,mail) "ycee <assan 55, .eni,Mellal
A!"tract:
No two would disagree on the benefits which 6ontinuousB6ontinuing 8rofessional
>eveloment (68>) brings to both teachers Cgrowth and to students learning s'ills and
erformances! The rocess is closely connected! 6onse&uently% if it is aroriately and
effectively imlemented with some concern to imrove the self and the other% it would
definitely trigger a chain,reaction that ositively imacts the teaching learning conte#t!
This resentation is based on Maggioli (233:) wor' on the teacherCs rofessional
develoment! 5t will showcase the various asects associated with 68>% e#lain their
uroses and suggest ways for imlementation! 5t will hoefully constitute a latform for
fellow teachers to discuss and share ideas on the asects resented and insire them to try
the ones they see most aroriate to their own situations!
The focal asects will be the following)
1! 8rofessional develoment and teaching styles
2! Establishing learning communities
0! Mentoring
:! 6ollaborative action research
;! 8eer coachingBeer observation
9! 8rofessional >eveloment through writing (dialogue Aournal,ortfoliosD)
9
7! 6ritical develoment teams
7! Attending conferences E seminars
9! (haring living theories to hel others develo!
0io .ata
- E4" teacher since 1991B 8resident of MATE "ocal .ranch,.eniMellalBM!A)
"anguages,5T and TranslationB >istinguished Awards for Teaching from 6ollege of
Education, Maryland,F(ABTE(*" training,Fniversity of *regon!
$re"e&tatio& =: TOO4,6 AN E,UCATI-E ,ATA ,4I-EN A66E66MENT !y
04AHIM ELOUA:I
Name) .@A<5M E"*FA45
<5/< (6<**" TEA6<E@ at Med = school /oulmima
.rahimelouafi12Ggmail!com
$ho&e ) 39 ;7 19 ;; :9
A!"tract:
Assessment is erhas one most difficult and decisive comonent of our Aob as teachers
as it lays a ivotal 'ey role in the whole educational system! At a macro level% assessment
can be considered as a crossroads where instruction% curriculum and teachingBlearning
outcomes do interact dialectically to determine not only art of the success or failure of our
teaching% but also the decisions to be ta'en to sustain success or overcome itfall% if there
should be any!
<owever% assessment seems to be relegated to the secondary osition in both re,service
and in,service trainings! Hith this said% it is my hoe that this resentation will refocus this
crucial asect of language teaching by shedding light on an educative ,formative and data
driven aroach to assessment! 5t is a tye of aroach where the teacher or a grou of
teachers would meet% under the suervision of a leader% and analyze the learners results with
the aim of determining what works and why% as well as what does not and try to underin the
reasons that may lie behind learners scoring low! Mention will also be made of the
ertinence of feedback in both its strategies and contents! (tress will be laid on feedbac'
being timely and sei+ing those teachable moments as the best times to remedy for any
learning deficiencies!
The resentation is also an endeavor to reconcile teachersBlearners with assessment and
testing and try to erceive of testing as an instrument that goes beyond collecting learnersC
grades for utter administrative ends! My intention is also to move away from a strenuous
painstaking view of assessment to a more pleasant rewarding teachingBlearning e#erience
in which learners are involved, engaged as partners in language learning!
@eference will be made to the English Language Guidelines (2337) as well as the White
7
Paper to lend credibility to the commonalities that underlie both the formative aroach and
the official guidelines for E"T in Morocco% which adhere to Standards based aroach to
teaching English! HerenIt it for the limited urview of this resentation% 5 would give a
s'etchy view of alternative assessment as innovative and very enabling testing rocedures)
ortfolio% diaries% blogsD( see English "anguage /uidelines 2337)97B97)!
$re"e&tatio& E: E%%ecti*e Teachi&' i& a& O*ercro#.e. Cla""J o(l. it !e )o""i!le5
Hi'h "chool a" a Ca"e 6t(.y !y Elho(""ai& I.!ah"i&e
Elhoussain 5>.A<(5NE
<igh (chool Teacher of English B
8h> 6andidate
5ben -ohr Fniversity
E,mail) idbahsine!elhoussainGgmail!com
5ndeed% *ver crowdedness has always been and still is a resounding cry in educational
setting! 5t is a considerable imediment to effective and roductive teaching and learning!
6omlaints are incessantly voiced by my disgruntled colleagues% who become disheartened
by the slow resonse of the government! Fnder these resent circumstances% wor'ing
towards effective teaching and imlementing of any educational reform would be a
nightmare and edagogically unsuitable! Therefore% the aim of this aer is twofold) first% it
will e#ose and e#amine the reercussions of crowdedness in high schools! (econd% it will
outline some rocedures and recommendations that would hel to ease off this hardshi! 5t is
worth mentioning that this study is a fieldwor' based on &uestionnaires% ersonal e#erience%
observations% and informal discussions with dear teachers and students!
$re"e&tatio&C- Teachi&' E&'li"h thro('h "chool cl(!": A )lat%orm to .e"troy the
teacher A& o))ort(&ity %or "t(.e&t" to "hi&e !y ,ri"" EKKamlao(i
>riss EAAamlaoui
397: 79 9; 29
drissAGhotmail!com
5nstitution) -aid *uhmad Middle (chool
A!"tract)
5n this resentation% 5 will shed light on how imortant is teaching English through school
clubs! As far as 5Cm concerned% English 6lubs constitute a solid latform for students to
maniulate% communicate% e#ress themselves and develo thoroughly their cognitive and
meta,cognitive s'ills! 8racticing English is of aramount imortance% but it is not li'e real
life! 5n classes% teachers may deviate and focus on one s'ill or sub,s'ill! <owever% in English
clubs students get the chance enAoy the language and have fun and conse&uently shine
through racticing different s'ills! 5n classes% some teachers sometimes overloo'
imlementing learner,centered aroach and conduct to down teaching ractices! 5n an
English club% studentsC erformance is forgrounded and teachers fade fade away to give the
floor to learners to interact and evaluate their learning! To fully imlement learner,centred
aroach% instructors need to thin' out of the bo# and brea' away from classroom teaching
ractices that confine the English language learning! 5n a nutshell% students learn effectively
7
when teachers create authentic learning oortunities! There is thus a clear need to consider
teaching English through school clubs where students are able to relate the language to their
needs% interests and concerns!
,ay 1
or7"ho)"1- Let?" !eat the "(mmer heat: Ice!rea7er" i& E:L cla""room !y Mohame.
EL9HAIL
Mohamed E"/<A-?
MohamedJelgha+y;Ghotmail!com
(idi Amrou <igh (chool Ta+arine%
-agora K Morocco
A!"tract:
5cebrea'ers create a highly,connected and comfortable learning environment for language
learners! .y highlighting and describing current research and theory suorting the use of
e#erimental education strategies% 5 intend to show how icebrea'ers ma'e students become
more emotionally connected with school and increase motivation!
5n this ractical wor'sho 5 will introduces E4" teachers to the imortance of using
icebrea'ers in the English class and e#lores how and when to incororate them
aroriately! Teachers will also be invited to demonstrate some ractical icebrea'er
activities that they would effectively use with their students!
0io-.ata:
Mohamed E"/<A-? is an E4" teacher at (idi Amrou high school in Ta+arine% -agora! <e
graduated an MA in 6ultural (tudies from (idi Mohamed .en Abdullah Fniversity% 4e+ in
2312! <e taught English for business and tourism uroses along with language s'ills in
various language centers in Agadir% 4e+% @abat and (ale! 6urrently% he is (ouss Massa >raa
region coordinator of Association E"A6<.A" 5nternational for 6aming and Education!
<e also runs 6ine,6lub at his high school and he has articiated and resented in many
conferences! <is fields of interests are Moroccan cinema% ostcolonial discourse% media
studies% cross,cultural studies and TE4"! @ecently% he was a member of a committee that
organi+ed the 1
st
Annual /reater,Ta+arine English Teachers 6onference in Ta+arine% -agora!
or7"ho)=-6el%-$er")ecti*e" o& Teacher Co&ti&(o(" ,e*elo)me&t !y @elto(ma
9(erch
Leltouma /uerch
Trainee Teachers in Moroccan %
entres des !etiers de l"Education
*mar 5bn Abdela+i+ 68/E% *F1>A
'guerchGgmail!com
Abstract:
4ollowing the fre&uent comlaints by trainee teachersC mentors as to their academic level
and% often times% resistance to imrove their teaching ractices% the aim of this wor'sho is
9
to have trainee teachers challenge their novicity% ta'e ris's% innovate% ac&uire self,
confidence% and establish their lace in their wor'ing environment! The wor'sho data is
based on &uestionnaires and interviews with teacher trainees in *uAda and other 6ME which
mainly target their awareness of Aob e#ectations and their willingness to engage in self,
evaluation and develoment all through their teaching career! The wor'sho will also loo' at
ossible contributions of teacher trainers% mentors% suervisors% and school administrators to
smooth the ath for future E"Ts!
Leywords) teacher education% trainee teachers% mentors% ris's% challenges!
0io-.ata:
E.(catio&
Licence in English "iterature% FM5% *uAda (197;)
#ES$ degree in 6olonial E 8ost,colonial >iscourse% FM5% *uAda (233;)
5"E8 (cholar (2337) and 4ulbright (cholar (2337,2312) at Lent (tate Fniversity% *hio%
F(A!
6urrently 8h> 6andidate at Med! = Fniversity% Agdal% @abat!
$ro%e""io&al a%%iliatio& 8 occ()atio&
Ministry of Education and 8rofessional Training) English language teaching
-er'touni <igh (chool% 1rada! (1977,2337)
*mar 5bn Abdela+i+ 68/E 6enter (6lasses 8rMaratoires au# /randes Ncoles
dC5ngMnieurs)% *uAda! (2337,8resent)
English >eartment% 4aculty of "etters and <umanities% Fniversity Mohamed 5% *uAda!
(233;,8resent)
:iel." o% re"earch a&. i&tere"t
5merialism% colonial and ost,colonial discourse% feminism% migration% 56T in education%
civic education% E comarative education!
6(&.ay/ =5
th
May/ =B1C
,ay =
$re"e&tatio& 1- E&ha&ci&' "t(.e&t"? "ocial "7ill" thro('h )(!lic ")ea7i&' !y
OU@AAI Mohame.
Name) *FLAA5 Mohamed
8hone) 39707779;9
E,mail) med7;officialGgmail!com
5nstitution) !(idi Amrou <igh (chool Ta+arine -agora

A!"tract
This aer comes out as a result of my belief in the imortance of incororating ublic
sea'ing in E4" classroom! 5t is true that most teachers agree on the imortance of ublic
13
sea'ing in teaching English% still very few aly it in their classes or in their school clubs!
This resentation see's to e#lore and identify how ublic sea'ing enhances studentsC
social s'ills such as communication% self,confidence% self,esteem% oen,mindedness% and
decision ma'ing! (o this resentation is an oortunity for me to share my e#erience
concerning the use of ublic sea'ing in the classroom and rovide some stes to turn your
students into ublic sea'ers as well as some activities related to the imlementation of
ublic sea'ing in the classroom!
$re"e&tatio& =- E-)ort%olio" %or co&ti&(o(" )ro%e""io&al .e*elo)me&t !y 4achi.
Me%tah.
4achi. Me%tah
meftahJrachidGyahoo!com
(alaheddine Elayoubi <igh (chool,Tinghir

A!"tract:
E-portfolios for continuous professional development resentation aims at demonstrating
the aramount imortance of using e,ortfolios for continuous rofessional develoment!
The resentation will first start with OCwhy an e,ortfolioPCC then% OCthe advantages of an e,
ortfolio vs! the aer based oneCC! 4inally% it will show through e#amle e,ortfolios how
these can hel the teacher grow rofessionally!
$re"e&tatio& E- E%%ecti*e $roKect" a&. $ro'ram" 2LE6 )ro'ram/ Tec 'irl"3 !y
Mohame. ELMaa&ao(i
Mohamed E"Maanaoui
E"T Teacher
(idi Ahmed .ennacer <igh (chool% -agora
Maanaoui:Ggmail!com
A!"tract:
5n recent years% li'e other Moroccan high schools% students at (idi Ahmed .ennacer <igh
(chool in -agora have benefited from effective roAects and rograms! These include ?E(
rogram% Techgirls rogram% Access and 6onnecting 6lassroom 8roAect (668)! English
@esource 6enter (E@6) at school has certainly contributed a lot to the success of those
roAects!
This resentation rovides an overview of the E@6 wor' carried out over the eriod of a few
years with students in (idi Ahmed .ennacer <igh (chool! 5t first introduces the rationale of
E@6! Then it reorts on some of the English E@6! 4inally% it shows the imact of E@6
activities on teachers% students% and the local community!
,ay =:
or7"ho)1- U"i&' A(to$lay Me.ia 6t(.io to .e*elo) Lear&i&' A))" !y A!.elo(ahe.
OUL9OUT
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Abdelouahed *F"/*FT
8hone) (Q212)91;99107:
oulgoutGgmail!com
0o(male& ,a.e" Hi'h "chool/ 0o(male&
Abstract:
This wor'sho introduces articiants to Auto8lay Media (tudio% rofessional multimedia
software that can hel teachers develo learning alications without any rior 'nowledge of
rogramming languages! The wor'sho aims to trigger articiantsC motivation to ma'e the
best of this soft to develo their own 56T (5nformation and 6ommunication Technology)
materials% organi+e their teaching content% and e&ui students with a owerful tool to activate
their desire for comuteri+ed learning as >igital 6iti+ens of the 21st century! (o% by the end
of this wor'sho% the articiants will have% in grous% been able to ma'e samle 56T
roAects (Alications) for their students!
<ot Moments from the 1:
th
collo&! 2:,29 May% 2312
/rou 8icture

Tri!(te to Mohame. Ha""im
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