Teacher Learning Communities to Enhance Continuing Professional Development:Exploring the Experience of TLCs in Souss Massa Daraa Academy

Lahcen Tighoula, ELT supervisor, Morocco

Abstract

This article summarizes a part of my research paper on the role of teacher learning communities in enhancing teachers’ continuing professional development, conducted to obtain my ELT supervisor credential, 2012/2014. I begin the article with a general background to TLCs, and then provide an overview of the experience of establishing TLCs in Souss Massa Daraa academy. I conclude with ways of improving TLCs and recommendations for various parties. Read More …

MoRCE-Net New Headquarters

We are extremely happy to announce that MoRCE-Net has now officially purchased an office space -in a building on Kadi Ayad Avenue in Agadir- that will serve as the new Headquarters for our association. We would like to share this great and unprecedented achievement with all our members, all the Moroccan ELT corps, our friends wherever you are, whoever contributed to this significant accomplishment and all our partners nation and worldwide!

Promoting the Learner Centered Approach in the Moroccan EFL Classroom

An article by  Amina Aghris, PhD student/EFL teacher, Kalaat Sraghna, Morocco

Abstract

A shift of focus from the traditional approaches of language teaching, that are based on transmitting knowledge to the learner, to alternative approaches that enable students to become active and responsible learners highlights the importance of adopting a learner-centered approach that positions the learner at the heart of the learning process. Thus, implementing learner centeredness in language education can facilitate the promotion of learners’ autonomy, independence and lifelong learning. Therefore, the purpose of this paper is to present a brief review of the concept of learner centeredness, underline the importance of implementing the approach in language education, report on the findings of a small scale research study that was conducted in order to investigate teachers and students’ attitudes towards the appropriateness and the implementation of the learner-centered approach in the Moroccan EFL classrooms, and draw practical implications for promoting learner centeredness in the Moroccan EFL learning contexts.

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