The document discusses the linguistic situation and status of English language teaching in Morocco. It notes that Morocco has a rich linguistic situation, with French, English, Spanish, German and Italian all used to varying degrees. French is the primary foreign language taught in schools. The status of English is growing due to its importance globally in areas like business, science and technology. The number of private English schools and university English departments is increasing. The document also outlines the main aims of teaching English in secondary schools and higher education as laid out by the Moroccan Ministry of Education, including developing communication skills, cultural awareness and preparing students for professional needs.
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Language Policy in Higher Education in CataloniaMarta Estella
Language policy in Higher Education in Catalonia: from Catalan ‘normalització lingüística’ to multilingualism
EUNoM Seminar. Linguamón – UOC Chair in Multilingualism
Barcelona, 7-8 September, 2009
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Challenges in the Teaching of French as a Second Language in Some Anglophone ...ijtsrd
Challenges in the teaching of French francais II in the Cameroon anglophone classroom remains current due to the ineffectiveness of the policy of official bilingualism. Within the anglophone sub system of Education, French language remains the subject with less interest and motivation. This study is out to identify the problems encountered in the teaching and learning of French language in the primary schools and the secondary general education. This scientific work sets out to investigate the suitability of the textbooks for the learners of French, the classroom practices, the capabilities of the learners in the French language and to examine the quality of the teaching. We set out to answer this main question “In what ways is the French language in the textbooks suitable for the anglophone classroom, and how competent are the teachers to handle every linguistic situation Data collection has been done through these methods Questionnaires, interviews and observation. For the theoretical framework, we have used three theories in this study. They are Social Constructivism, Communicative Competence, the Input and Output Hypothesis. From the findings, the results are indicative enough that the teachers need more training, and the learners need simple and more explicit textbooks. They need more posters and pictures put up everywhere in the French language to create some atmosphere of immersion. Mbuyongha Caroline Messii | Nguendjio Emile-Gille "Challenges in the Teaching of French as a Second Language in Some Anglophone Classrooms in Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50310.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/50310/challenges-in-the-teaching-of-french-as-a-second-language-in-some-anglophone-classrooms-in-cameroon/mbuyongha-caroline-messii
Language Policy in Higher Education in CataloniaMarta Estella
Language policy in Higher Education in Catalonia: from Catalan ‘normalització lingüística’ to multilingualism
EUNoM Seminar. Linguamón – UOC Chair in Multilingualism
Barcelona, 7-8 September, 2009
Learn Spanish courses in Pune & PCMC from top training institutes and get, Spanish certification. Get detailed information on best institutes, fees, coaching quality, duration, syllabus, placement services, photos, maps, user ratings & reviews in Pune.
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Challenges in the Teaching of French as a Second Language in Some Anglophone ...ijtsrd
Challenges in the teaching of French francais II in the Cameroon anglophone classroom remains current due to the ineffectiveness of the policy of official bilingualism. Within the anglophone sub system of Education, French language remains the subject with less interest and motivation. This study is out to identify the problems encountered in the teaching and learning of French language in the primary schools and the secondary general education. This scientific work sets out to investigate the suitability of the textbooks for the learners of French, the classroom practices, the capabilities of the learners in the French language and to examine the quality of the teaching. We set out to answer this main question “In what ways is the French language in the textbooks suitable for the anglophone classroom, and how competent are the teachers to handle every linguistic situation Data collection has been done through these methods Questionnaires, interviews and observation. For the theoretical framework, we have used three theories in this study. They are Social Constructivism, Communicative Competence, the Input and Output Hypothesis. From the findings, the results are indicative enough that the teachers need more training, and the learners need simple and more explicit textbooks. They need more posters and pictures put up everywhere in the French language to create some atmosphere of immersion. Mbuyongha Caroline Messii | Nguendjio Emile-Gille "Challenges in the Teaching of French as a Second Language in Some Anglophone Classrooms in Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50310.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/50310/challenges-in-the-teaching-of-french-as-a-second-language-in-some-anglophone-classrooms-in-cameroon/mbuyongha-caroline-messii
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2015.
159PROFILE Vol. 14, No. 1, April 2012. ISSN 1657-0790. Bogotá,.docxaulasnilda
159PROFILE Vol. 14, No. 1, April 2012. ISSN 1657-0790. Bogotá, Colombia. Pages 159-172
The English as a Foreign Language / Lingua Franca Debate:
Sensitising Teachers of English as a Foreign Language Towards
Teaching English as a Lingua Franca
El debate del inglés como lengua extranjera o como lengua franca:
sensibilización de docentes de inglés como lengua extranjera hacia la enseñanza
del inglés como lengua franca
Gillian Mansfield*
University of Parma, Italy
Franca Poppi**
University of Modena and Reggio Emilia, Italy
The function of English as a lingua franca for communication needs rethinking in the teaching of
English as a foreign language classroom as a consequence of globalisation. The present contribution is
an empirical study carried out in an Italian university environment which aims to show how teachers
should take on board awareness raising activities in the recognition of other varieties of English which,
albeit not exploited as benchmarks for language testing and certification, must nevertheless boast a rel-
evant place in the global scenario. This can be achieved in practical terms by interrogating an expressly
made corpus of Chinese English news texts and carrying out simple concordance activities.
Key words: Awareness raising, concordances, English as a foreign language, English as a lingua franca,
globalisation.
Debido a los procesos de globalización, la función del inglés como herramienta internacional o
como lengua franca para la comunicación exige un replanteamiento de la enseñanza del inglés como
idioma extranjero. En este artículo se presenta un estudio empírico llevado a cabo en un contexto
universitario italiano que pretende mostrar cómo los docentes deberían desempeñar actividades para
facilitar el reconocimiento de otras variedades del inglés que, al no ser utilizadas como modelos de
evaluación y certificación lingüística, exigen en cambio una mayor atención en el escenario global.
En la práctica, esto puede realizarse analizando un corpus específico de textos periodísticos en inglés
chino y llevando a cabo actividades sencillas de concordancias.
Palabras clave: concordancias, inglés como lengua extranjera, inglés como lengua franca, facilitación
del reconocimiento, globalización.
* E-mail: [email protected]
** E-mail: [email protected]
This article was received on June 30, 2011, and accepted on November 2, 2011.
Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas Extranjeras160
Mansfield & Poppi
Introduction
The worldwide spread of English is just one
of the many different developments subsumed
under the general phenomenon of globalisation. It
is furthermore associated with boundless mobili-
ties and, as such, is the language of globalisation
(Gnutzmann & Intemann, 2008, p. 9).
If, on the one hand it is true that language is
a vital commodity in the globalised world, it is on
the other also true that globalisation raises issues
for se ...
Objective:
Explain the important insights and reasons of multilingual education in making education more responsive to cultural diversity.
Appreciate the value of using his/her own mother tongue in dealing with any classroom situations, and
Simulate different classroom situation using their own mother tongue.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. •The Status of English LanguageThe Status of English Language
Teaching in MoroccoTeaching in Morocco
The linguistic situation in MoroccoThe linguistic situation in Morocco
English in MoroccoEnglish in Morocco
Aims of Teaching English inAims of Teaching English in
MoroccoMorocco
3. 2. Background of ELT in Morocco2. Background of ELT in Morocco
Background of the linguistic situation inBackground of the linguistic situation in
MoroccoMorocco
Status of ELT in the country.Status of ELT in the country.
4. 2.1 The Linguistic Situation in2.1 The Linguistic Situation in
MoroccoMorocco
The linguistic situation in Morocco is veryThe linguistic situation in Morocco is very
rich. English, Spanish, German and Italianrich. English, Spanish, German and Italian
are also used. French, the first foreignare also used. French, the first foreign
language, is taught as a subject from gradelanguage, is taught as a subject from grade
three in the primary school,three in the primary school,
New National Charter for Education (1999),New National Charter for Education (1999),
5. 2.2. The Status of English in Morocco2.2. The Status of English in Morocco
Its position as the world’s leading languageIts position as the world’s leading language
of science, research, technology, business,of science, research, technology, business,
power and international reputation.power and international reputation.
English is competing with and supplantingEnglish is competing with and supplanting
French, which is associated with negativeFrench, which is associated with negative
connotationsconnotations
English, along with Arabic, may be used inEnglish, along with Arabic, may be used in
the near future as a means of instruction inthe near future as a means of instruction in
the Moroccan educational system.the Moroccan educational system.
6. The number of private schools providingThe number of private schools providing
English as a subject in Morocco isEnglish as a subject in Morocco is
increasing.increasing.
Number of Departments of English inNumber of Departments of English in
Morocco has increased.Morocco has increased.
7. 2.32.3 English LanguageEnglish Language
Teaching in Morocco: anTeaching in Morocco: an
OverviewOverview
For the ELT materials,For the ELT materials, Steps to EnglishSteps to English::
mixed feelings (pride and underestimation),mixed feelings (pride and underestimation),
It is essential to define aims for whichIt is essential to define aims for which
English is learned in the secondary school.English is learned in the secondary school.
8. Aims of ELT in the Secondary SchoolAims of ELT in the Secondary School
According to theAccording to the ELT GuidelinesELT Guidelines
published by the Ministry ofpublished by the Ministry of
Education (1996), the main aimsEducation (1996), the main aims
of teaching English in Moroccoof teaching English in Morocco
are to:are to:
9. help learners achieve the necessaryhelp learners achieve the necessary
language proficiency to meet thelanguage proficiency to meet the
requirements of the English Baccalaureaterequirements of the English Baccalaureate
paperpaper
enable the learners to communicate withenable the learners to communicate with
other users of English, either in speech or inother users of English, either in speech or in
writingwriting
familiarise the learners with the languagefamiliarise the learners with the language
system of English and therefore to enhancesystem of English and therefore to enhance
their awareness of the specificity of theirtheir awareness of the specificity of their
own languageown language
10. help them develop an awareness ofhelp them develop an awareness of
cultural differences and hence of theircultural differences and hence of their
own cultural identityown cultural identity
develop tolerance towards other culturesdevelop tolerance towards other cultures
enable the learners in the course of post-enable the learners in the course of post-
secondary education or training to usesecondary education or training to use
reference materials in English, andreference materials in English, and
equip the learners with the necessaryequip the learners with the necessary
tools to enable them to learn bytools to enable them to learn by
themselves to help cater for the needs ofthemselves to help cater for the needs of
the job market.the job market.
11. Aims of TEFL in Institutions of Higher Education inAims of TEFL in Institutions of Higher Education in
MoroccoMorocco
Functional purposes, i.e, ‘man-powerFunctional purposes, i.e, ‘man-power
training’,training’,
Educational purposes :‘a language ofEducational purposes :‘a language of
knowledge transfer’;knowledge transfer’;
Communicative purposes,Communicative purposes,
Cultural purposesCultural purposes
Research (EOP) English for OtherResearch (EOP) English for Other
DepartmentsDepartments
TechnologyTechnology
Academic purposesAcademic purposes
Specific purposesSpecific purposes
Its StatusIts Status