A group of Master understudies from Cadi Ayyad University, has created an imaginative English course book for the fourth-grade level studying in public primary education.
This project came as a viable response to the choice made by the Moroccan government on executing English lessons in elementary schools beginning from the fourth grade.
The preparation and planning of the course book have been under the supervision of Dr. Abdellah Elhaloui, a college educator and the organizer of ”Linguistics and Advanced English Studies” master located in the Marrakech’sUniversity of Caddy Ayyad.
“Mosaic” was made on the premise of intensive investigation for the English course books taken up on the Moroccan schools. The entire study gives a basic examination of these books by means of identifying their strength qualities and additionally their limitations keeping in mind the end goal to think of a completely fledged course book that implements another and productive way to deal with educating and learning, known as ‘creative imagination’.
Inventiveness focuses on the advancement of youngsters’ capacities to discover different answers for an offered issue, to think fundamentally and innovatively and to re-evaluate their abilities of to transform and to make new works and ideas.
Mosaic is described by a few inventive benefits. It uses:
Sound materials for every part of the book.
Cultural differences, concentrating particularly on the Moroccan society.
Samples: a) Distinct names: Amazigh (Tilila), Arab (Ahmed), Hassani (Slama), African (Mamadou) and Western (John).
- b) Distinct pictures of characters: Moroccan, white, dark, foreign, non-veiled and veiled.
- c) Distinct pictures of other cultural features : Moroccan tea and bread, pasta,Tajine, pizza, Djellaba, suit, Eskimo’s home and Mr. Bean.
Arts (e.g. drawing, acting, singing and making songs) which are the entryway to making novel works.
Hands-on exercises (e.g. sticking, cutting, drawing and coloring) that have various advantages, including addressing things by setting up a material association with the topic and by gathering a stock that empowers understudies to make numerous answers for one issue.
English is rapidly substituting French as Morocco’s second dialect, both among teachers and government officials. This is expected to a limited extent to the increasing longing among Moroccan youths to separate themselves from their pioneer past. This is particularly valid in scholastics, where the “reception of French is a pilgrim reliance, not a scholarly alternative,” as per remarks from online client Islam Zitane in a meeting with MWN a year ago.
Moroccan Minister of Higher Education LahcenDaoudi declared plans to change from French to English in March 2014. Given the developing enthusiasm for English as the principal foreign dialect in Morocco, it is likely that the Kingdom will take after the way of other African nations, for example, Rwanda, which did the switch in 2009, Gabon (2012), and Senegal (2013), and push English to the cutting edge of both training and governmental issues.