Magazine de la cinquième rencontre éducative et interculturelle Maroc - Pays-Bas

Transcription

1 Royaume du Maroc Ministère de l Education Nationale L Académie Régionale d Education et de Formation de la Région de Marrakech Tensift Al Haouz Le Centre Régional des Métiers de l Education et de la Formation L Annexe du CRMEF de Marrakech Mechouar La Délégation Provinciale du MEN du Haouz En partenariat avec La Faculté d Education de l Université d Enseignement Professionnel HAN à Arnhem et Nimègue, Pays-Bas Les Ecoles Supérieures du Professorat et de l Education (ILS et Pabo, HAN) à Arnhem et Nimègue, Pays-Bas Magazine de la cinquième rencontre éducative et interculturelle Maroc - Pays-Bas 2015 Centre Régional des Métiers de l Education et de la Formation Marrakech Mechouar

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3 Magazine de la cinquième rencontre éducative et interculturelle Maroc - Pays-Bas 2015

4 2 CONTENU SÉANCE D OUVERTURE 4 Accueil à l Académie Régionale d Education et de Formation Allocutions officielles Allocution du Directeur de L Académie Régionale l Education et de Formation de la Région Marrakech Tensift Al Haouz, Ahmed Benzzi Allocution de la Directrice de la Faculté d Education de l Université HAN à Nimègue, Titia Bredée Accueil au Centre Régional des Métiers de l Education et de la Formation, annexe Mechouar Mot d accueil du Directeur du CRMEF Mechouar, Abdelhafid Mellouki COMMUNICATIONS Première communication 6 Community service learning and teaching, the experience of the English department Abdelatif Laklida Deuxième communication 10 Comment créer un espace afin de favoriser les recherches-action Maroc - Pays-Bas? Françoise Lucas ATELIERS Atelier 1 12 From culture shock to cultural understanding Students: Mohamed Abouhachni, Lamiae Fadili, Nadia Outcoumit and Khalid Taouil Teacher: Tourya Saada Atelier 2 14 Grasping meaning Students: Rudi Holleboom, Ruben de Leeuw and Melissa Leijser Teacher: Daniel Gibb Atelier 3 20 Activité de communication en classe de langue : de la planification à l opérationnalisation Professeur: Abdelaziz Boukroun Atelier 4 22 Children s right to education Teachers: Bea Bisseling and Mirjam van Gemert Atelier 5 24 Défi : parcours interculturel Etudiants: Zoubida Ouarda, Imane Douhar et Lhoucine Bakhouch Professeurs: Khalid Boudiab, Hassane Bouzit, Samir Chendali et Chaouqi Hachir Atelier 6 26 Pictures say more than words Students: Mozgan Ayas and Melanie Welbers Teacher: Anne van Duuren Atelier 7 28 Motivating students and enhancing their participation in the class Students: My Hicham El Amrani, Abd Ali Ouakchoum and Fatima Ezzarha Rihani Teacher: Khadija Kairit Atelier 8 32 Des jeux pour l enseignement des langues Etudiants: Famke Daams et Niels van Wanrooij Professeur: Françoise Lucas Atelier 9 34 How to start the lesson and how to differentiate in your class Students: Sophie Basten, Lara van Oel and Anke Seuren Teacher: Marjon Oerlemans

5 3 Atelier Conception d un contenu interculturel Etudiants: Abdelaali Bouziti, Aziz Aarab et Marwane Querdam Professeur: Rachida Elqobai Atelier Differences between languages are not an issue when using drama Students: Kitty Brunink and Ilona Blees Teacher: Veroniek Simons Atelier Targets in English Pronunciation Teachers: Theo Bijkerk and Moureen Macarthur Atelier Active learning with cooperative strategies Teachers: Wilma van den Berg and Bernadet Tijnagel Atelier Children s book week - Theme: celebrations Students: Rianne Joosten, Thomas Voorn and Suzanne Wolbers Teacher: Ilja van Bree Atelier Culture et intégration / trust: the relationship between student and teacher in multicultural space Professeurs: Ismail Chaaouf et Mohamed Mejdi Atelier Projet interdisciplinaire Professeur: Mustapha Echtouki References 54 EDUCATION SANS FRONTIÈRES: Les deux parties signataires, l Académie Régionale d Education et de Formation de la Région de Marrakech Tensift Al Haouz et la Faculté d Education de l Université d Enseignement Professionnel HAN à Arnhem et Nimègue, s engagent par la présente convention à formaliser des liens de coopération et de partenariat selon les modalités et les conditions décrites ci-dessous: 1. Agir réciproquement, en s en donnant les moyens, par l échange d expertise en matière de formation initiale et continue des enseignants; 2. Maintenir et affiner la collaboration existante entre le Centre Régional des Métiers de l Education et de la Formation, l Annexe du CRMEF de Marrakech Mechouar, la Délégation Provinciale du MEN du Haouz et les Ecoles Supérieures du Professorat et de l Education (ILS et Pabo, HAN) à Arnhem et Nimègue; 3. Concrétiser la collaboration dans le domaine des programmes de recherche ci-dessous: a. la promotion de la recherche sur l histoire, la littérature et les arts dans leur diversité; b. la promotion de l interculturel au service du monde de la connaissance et du savoir dans les deux pays; c. l expertise et la formation continue des enseignants et des encadrants; d. le développement des compétences dans le domaine de l enseignement des langues étrangères; e. la promotion de la recherche en sciences de l éducation et en didactique; f. la promotion de la recherche sur la qualité de l enseignement; g. le développement des échanges éducatifs et pédagogiques entre élèves, enseignants et formateurs des deux pays. Source: Convention-cadre de Coopération éducative, 1 février 2011

6 4 MAGAZINE DE LA CINQUIÈME RENCONTRE ÉDUCATIVE ET INTERCULTURELLE MAROC - PAYS-BAS 2015 SÉANCE D OUVERTURE Accueil à l Académie Régionale d Education et de Formation Allocutions officielles Allocution du Directeur de l Académie Régionale de l Education et de la Formation de Marrakech Tensift Al Haouz, Ahmed Benzzi Madame la Directrice de la Faculté d Education de Nimègue, Monsieur le Directeur du Centre Néerlandais à Rabat, Monsieur le Directeur du Centre Régional des Métiers de l Education et de la Formation, Monsieur le Directeur du Centre Régional de Documentation d Animation et de Production Pédagogique, Mesdames et Messieurs les professeurs, formateurs et étudiants néerlandais et marocains, Honorable assistance, J ai le grand plaisir de vous accueillir dans les nouveaux locaux de notre académie à l occasion de l ouverture des travaux de la cinquième rencontre éducative et interculturelle (Maroc- Pays Bas) Cette rencontre s inscrit dans le cadre de la convention de coopération que nous avions renouvelée pour trois années encore. Ce qui prouve la singularité de cette expérience d échange pédagogique et interculturel. En novembre dernier, j ai présidé une délégation de responsables de notre académie pour visiter l Université d Enseignement Professionnel HAN de Nimègue et pour valider le plan d action de Cette visite était l occasion de rencontrer des responsables de l éducation et de l enseignement supérieur aux Pays-Bas, mais aussi de visiter quelques établissements scolaires. Dans le but d assurer la continuité à notre partenariat exemplaire, je vous invite toutes et tous, marocains et néerlandais, à développer davantage d actions éducatives et pédagogiques, culturelles et interculturelles capables d enrichir les relations entre nos deux systèmes éducatifs. Il est évident que des rencontres de ce type contribuent à la formation de la jeunesse de nos pays en favorisant l ouverture sur l autre et en tirant le maximum de profit que peuvent nous offrir les nouvelles technologies en termes d accès au savoir et aux cultures étrangères. Nul ne peut douter que la cinquième rencontre éducative et interculturelle Marrakech-Nimègue s inscrit bien dans le processus de réforme éducative adoptée par le Ministère de l Education Nationale et de la Formation Professionnelle. Une réforme qui fait de l amélioration du dispositif de formation des enseignants une de ses priorités. Je termine ce mot de bienvenue en souhaitant à vos travaux beaucoup de succès. Merci mesdames et messieurs. Allocution de la Directrice de la Faculté d Education de l Université d Enseignement Professionnel HAN à Arnhem et Nimègue (Pays-Bas), Titia Bredée Monsieur le directeur de l AREF de Marrakech, Monsieur le Directeur du Centre Néerlandais à Rabat, Monsieur le Directeur du Centre Régional des Métiers de l Education et de la Formation, Monsieur le Directeur du Centre Régional de Documentation d Animation et de Production Pédagogique, Mesdames et Messieurs les professeurs, formateurs et étudiants néerlandais et marocains, Honorable assistance, C est pour moi un grand honneur d être ici aujourd hui pour participer à la cinquième Conférence que nous organisons au sein de notre partenariat. C est ici à Marrakech nous avons signé le contrat qui nous lie depuis Nous avons réussi à organiser quatre conférences ensemble et à publier trois magazines qui témoignent de résultats concrets. En novembre dernier, nous avons reçu Monsieur le Directeur de l académie de Marrakech et ses proches collaborateurs à Nimègue lors de l ouverture officielle de notre nouveau bâtiment qui abrite depuis mai 2014 la Faculté d Education de l Université d enseignement professionnel HAN. Les travaux riches et diversifiés que nous menons ensemble sont essentiels pour apprendre à connaître la culture, les langues et l histoire de nos deux pays. Ils constituent une vraie éducation sans frontières.

7 5 Au cours de nos rencontres, plusieurs équipes de professeurs et d étudiants ont partagé leurs connaissances. Tous les participants à notre travail en commun ont tenu à nommer les résultats remarquables que nous avons obtenus. Notre partenariat permet à tous d acquérir des connaissances culturelles qui profitent à la formation des futurs enseignants. Grâce à notre proche collaboration, en discutant avec leurs collègues, les étudiants sont à même d échanger leurs idées pédagogiques, de les mettre en œuvre dans leur classe et de pratiquer plusieurs langues étrangères. Ainsi, ils ont l opportunité de comparer les tâches que les enseignants réalisent au Maroc et aux Pays-Bas et de réfléchir aux différences et aux similitudes du système éducatif de nos deux pays. Aujourd hui, nous sommes ici à Marrakech pour participer à la cinquième Conférence. En novembre 2015, nous organiserons, inch llah, la sixième Conférence à Nimègue en collaboration avec les formateurs et les étudiants marocains et néerlandais. Les deux groupes apprendront alors à encore mieux connaître nos pays respectifs. En intensifiant la connaissance mutuelle de nos deux pays, en apprenant à connaître nos méthodes de recherche respectives, je suis sûre que notre travail profitera pleinement aux formateurs et aux futurs professeurs. Maintenant, je voudrais remercier tous les directeurs, les formateurs et les étudiants qui ont organisé cette cinquième Conférence. Cela a seulement été possible avec toute l énergie que je vois ici aujourd hui. Nous vous sommes très reconnaissants de la peine que vous vous êtes donnée! Je nous souhaite à tous une très bonne conférence. Djamin an min agli tarbbiya bila hudûd. Sukran! Séance d ouverture animée par Youssef Nait Belaid, Directeur du Centre Régional de Documentation d Animation en de Production Pédagogique à l Académie de Marrakech. Accueil au des Métiers l Education et de la Accueil au Centre Régional descentre MétiersRégional de l'education et de lade Formation, annexe Mechouar Formation, annexe Mechouar Dames en heren, Mot d'accueil du Directeur du CRMEF Mechouar, Abdelhafid Mellouki Het is mij een groot genoegen u vandaag welkom te [xxx Deze Arabische tekst op de linker pagina naast het Nederlandse welkomstwoord Abdelhafid Mellouki hieronder. Arabisch rechts uitgelijnd] Mot d accueil du Directeur du CRMEF Mechouar, heten tijdens onze vijfde bijeenkomst, waarin wij verenigd en herenigd onze weg van wederzijdse ontwikkeling ﺍاﻟﻜﻠﻤﺔ ﺍاﻻﻓﺘﺘﺎﺣﻴﯿﺔ zullen vervolgen. Een weg verweven met vriendschap, samenwerking en saamhorigheid. ﺍاﻟﺴﻴﯿﺪ ﻣﺪﻳﯾﺮ ﺍاﻷﻛﺎﺩدﻳﯾﻤﻴﯿﺔ ﺍاﻟﺠﻬﮭﻮﻳﯾﺔ ﻟﻠﺘﺮﺑﻴﯿﺔ ﻭو ﺍاﻟﺘﻜﻮﻳﯾﻦ ﻣﺮﺍاﻛﺶ ﺗﺎﻧﺴﻴﯿﻔﺖ ﺍاﻟﺤﻮﺯز Deze bijeenkomst - welke voortkomt uit een unieke. ﺍاﻟﺴﻴﯿﺪﺓة ﻣﺪﻳﯾﺮﺓة ﻛﻠﻴﯿﺔ ﺍاﻟﺘﺮﺑﻴﯿﺔ ﻓﻲ ﻧﻴﯿﻤﻴﯿﻐﻦ samenwerking van bijna 5 jaar tussen onze ﻫﮬﮪھﻮﻟﻨﺪﺍا ﺍاﻟﺴﺎﺩدﺓة ﺍاﻟﻤﻜﻮﻧﻴﯿﻦ ﺍاﻟﻜﺮﺍاﻡم ﻭوﻁطﻼﺏب ﻛﻠﻴﯿﺔ ﺍاﻟﺘﺮﺑﻴﯿﺔ ﻭوﺍاﻟﻤﻌﻬﮭﺪ ﺍاﻟﺠﺎﻣﻌﻲ ﻟﺘﻜﻮﻳﯾﻦ ﺍاﻟﻤﻌﻠﻤﻴﯿﻦ ﻟﺠﺎﻣﻌﺔ ﻫﮬﮪھﺎﻥن ﻓﻲ ﻧﻴﯿﻤﻴﯿﻐﻦ gerespecteerde organisaties : CREMF Marrakech en de Hogeschool van Arnhem en Nijmegen - staat in het teken ﻣﺮﺍاﻛﺶ van het samenbrengen van professionals die staan voor ﺍاﻟﺴﺎﺩدﺓة ﺍاﻟﻤﻜﻮﻧﻴﯿﻦ ﺍاﻟﻜﺮﺍاﻡم ﺑﺎﻟﻤﺮﻛﺰ ﺍاﻟﺠﻬﮭﻮﻱي ﻟﻤﻬﮭﻦ ﺍاﻟﺘﺮﺑﻴﯿﺔ ﻭو ﺍاﻟﺘﻜﻮﻳﯾﻦ ﺍاﻟﺴﻴﯿﺪ ﻣﻤﺜﻞ ﻧﻴﯿﺎﺑﺔ ﺍاﻟﺤﻮﺯز de uitdagingen binnen het domein van onderwijs en ﺃأﻋﺰﺍاﺋﻲ ﺍاﻟﻄﻠﺒﺔ ontwikkeling en biedt ruimte voor dialoog en reflectie rondom de centrale vraag : hoe ontwikkelen wij een solide platform waarin een educatieve, culturele en vooral een professionele uitwisseling is belegd ten behoeve van het nog verder verbeteren van onze dagelijkse onderwijspraktijk en het delen van kennis en opbrengsten? Ik ben er van overtuigd dat het thema deze aandacht verdient en het programma van vandaag uw bezoek waard is. Daarvoor, dank ik iedereen die heeft bijgedragen aan het mogelijk maken van deze momenten ﻧﺎﺳﺠﻴﯿﻦ ﻋﻼﻗﺎﺕت ﻟﻸﺧﻮﺓة ﻣﺘﺤﺪﻳﯾﻦ ﻣﻌﺎ ﻭو ﻣﻮﺍاﺻﻠﻴﯿﻦ ﻟﻌﻤﻠﻨﺎ ﺍاﻟﺜﻨﺎﺋﻲ ﺑﻬﮭﺪﻑف ﺍاﻟﺘﻄﻮﻳﯾﺮ ﺍاﻟﺘﺮﺑﻮﻱي ﺍاﻟﻤﻬﮭﻨﻲ ﻫﮬﮪھﺎ ﻧﺤﻦ ﻧﺠﺘﻤﻊ ﻟﻠﻤﺮﺓة ﺍاﻟﺨﺎﻣﺴﺔ ﻋﻠﻰ ﺍاﻟﺘﻮﺍاﻟﻲ. ﻭوﺍاﻟﺘﻌﺎﻭوﻥن ﻭوﺍاﻟﺘﻀﺎﻣﻦ ﻧﺤﺪﺙث ﻣﺴﺎﺣﺔ ﻟﺘﺒﺎﺩدﻝل. ﺍاﻟﻤﺮﻛﺰ ﺍاﻟﺠﻬﮭﻮﻱي ﻣﺮﺍاﻛﺶ ﻭوﺟﺎﻣﻌﺔ ﻫﮬﮪھﺎﻥن : ﺳﻨﻮﺍاﺕت ﺑﻴﯿﻦ ﻣﺆﺳﺴﺘﻴﯿﻨﺎ ﺍاﻟﻌﺮﻳﯾﻘﺘﻴﯿﻦ 5 ﺍاﻟﺬﻱي ﻳﯾﻤﺘﺪ ﻷﻛﺜﺮ ﻣﻦ ﻣﻦ ﺧﻼﻝل ﻫﮬﮪھﺬﺍا ﺍاﻟﺤﺪﺙث ﻛﻴﯿﻒ ﻧﺼﻤﻢ ﺃأﺭرﺿﻴﯿﺔ ﺻﻠﺒﺔ : ﺍاﻟﺨﺒﺮﺍاﺕت ﺗﺠﻤﻊ ﺷﺨﻮﺻﺎ ﻟﻬﮭﺎ ﺍاﻫﮬﮪھﺘﻤﺎﻡم ﻛﺒﻴﯿﺮ ﺑﻤﺸﺎﻛﻞ ﺍاﻟﺘﻌﻠﻴﯿﻢ ﻭوﺍاﻟﺘﺪﺭرﻳﯾﺲ ﺃأﺳﺎﺳﻬﮭﺎ ﺍاﻟﺘﻔﻜﻴﯿﺮ ﺍاﻟﻤﻨﻬﮭﺠﻲ ﺣﻮﻝل ﺍاﻟﺴﺆﺍاﻝل ﺍاﻟﻤﺮﻛﺰﻱي ﻣﻦ ﺍاﻟﺘﺒﺎﺩدﻝل ﺍاﻟﺘﻌﻠﻴﯿﻤﻲ ﻭوﺍاﻟﺜﻘﺎﻓﻲ ﻭوﺍاﻹﻧﺴﺎﻧﻲ ﺑﺎﻟﺨﺼﻮﺹص ﻟﺘﺤﺴﻴﯿﻦ ﻣﻤﺎﺭرﺳﺎﺕت ﻣﺪﺭرﺳﺘﻨﺎ ﻭوﺗﺒﺎﺩدﻝل ﺍاﻹﻧﺠﺎﺯزﺍاﺕت ﺍاﻟﺘﻌﻠﻴﯿﻤﻴﯿﺔ ﻟﺪﻳﯾﻨﺎ ﻭو ﻟﻬﮭﺬﺍا. ﺃأﻧﺎ ﺟﺪ ﻣﻘﺘﻨﻊ ﺃأﻥن ﻧﺘﺎﺝج ﻫﮬﮪھﺬﺍا ﺍاﻟﺤﺪﺙث ﺍاﻟﺬﻱي ﻧﺤﻦ ﺑﺼﺪﺩدﻩه ﺍاﻟﻴﯿﻮﻡم ﻳﯾﺴﺘﺤﻖ ﻫﮬﮪھﺬﺍا ﺍاﻟﺸﺮﻑف ﻧﻈﺮﺍا ﻟﺘﻨﻮﻉع ﺍاﻟﻤﻮﺍاﺿﻴﯿﻊ ﺍاﻟﻤﻄﺮﻭوﺣﺔ ﻟﻠﻤﻨﺎﻗﺸﺔ ﻭوﺛﺮﺍاء ﺍاﻟﺒﺮﻧﺎﻣﺞ ﻛﻞ ﺃأﻭوﻟﺌﻚ ﺍاﻟﺬﻳﯾﻦ ﺃأﺳﻬﮭﻤﻮﺍا ﻣﻦ ﻗﺮﻳﯾﺐ ﺃأﻭو ﺑﻌﻴﯿﺪ ﻓﻲ ﺇإﻋﺪﺍاﺩد ﺍاﻟﺪﻭوﺭرﺓة ﺍاﻟﺨﺎﻣﺴﺔ ﻟﺸﺮﺍاﻛﺘﻨﺎ ﺍاﻟﺘﺮﺑﻮﻳﯾﺔ ﺍاﻟﺜﻘﺎﻓﻴﯿﺔ ﻭو ﺍاﻟﺬﻳﯾﻦ ﻣﻜﻨﻮﻧﺎ ﻣﻦ ﻋﻴﯿﺶ ﻫﮬﮪھﺬﻩه ﺃأﺷﻜﺮ. ﺍاﻟﻠﺤﻈﺎﺕت ﻭوﺍاﻟﺘﻌﻠﻢ ﺍاﻟﻤﺘﺒﺎﺩدﻝل ﺍاﻻﺳﺘﺮﺍاﺗﻴﯿﺠﻲ waarin wederzijdse kennisdeling centraal staat.. ﺃأﺗﻤﻨﻰ ﻟﻜﻢ ﺍاﻟﺘﻮﻓﻴﯿﻖ ﻓﻲ ﻋﻤﻠﻜﻢ ﺍاﻟﻤﻤﺘﺎﺯز Ik wens u allen een inspirerende bijeenkomst toe en dank ﺷﻜﺮﺍا ﻋﻠﻰ ﺣﺴﻦ ﺍاﻧﺘﺒﺎﻫﮬﮪھﻜﻢ u voor uw inzet. ﻋﺒﺪ ﺍاﻟﺤﻔﻴﯿﻆ ﻣﻠﻮﻛﻲ ﻣﺪﻳﯾﺮ ﺍاﻟﻔﺮﻉع ﺍاﻻﻗﻠﻴﯿﻤﻲ ﻟﻠﻤﺮﻛﺰ ﺍاﻟﺠﻬﮭﻮﻱي ﻟﻤﻬﮭﻦ ﺍاﻟﺘﺮﺑﻴﯿﺔ ﻭو ﺍاﻟﺘﻜﻮﻳﯾﻦ ﻣﺮﺍاﻛﺶ Traduit de l arabe par Monaim Benrida [xxx Deze tekst hier onder dus naast het Arabisch op de tegenoverliggende pagina] Dames en heren, Het is mij een groot genoegen u vandaag welkom te heten tijdens onze vijfde bijeenkomst, waarin wij verenigd en herenigd onze weg van wederzijdse ontwikkeling zullen vervolgen. Een weg verweven

8 6 MAGAZINE DE LA CINQUIÈME RENCONTRE ÉDUCATIVE ET INTERCULTURELLE MAROC - PAYS-BAS 2015 PREMIÈRE COMMUNICATION «Community service learning and teaching, the experience of the English department» Abdelatif Laklida Objectives [Service-learning requires] linking the curriculum to community needs and engaging students in direct, academically based problem solving on social issues (p. 74) The goals of socially responsive knowledge are as follows: first, to educate students about the problems of society; second, to have them experience and understand social issues in their communities first-hand; and third, and most important, to give students the experience and skills to act on social problems (Altman, 1996, p ). Among the objectives of teacher education Fostering professionalism, innovation and mutual support Encouraging sensitivity and awareness about the culture of human rights, citizenship, and different social, economic and political issues, and Promoting democratic values in management and decision making through true participation and empowerment, responsibility, transparency and accountability. Which paradigm? - The Critical paradigm is our answer - A different view from the practice-theory-practice paradigm Advocacy for a new paradigm Teacher training Do things right Receptive Individuals Implementers Dependent, docile and tractable Goal-oriented Teacher development/learning Do the right things Creative and innovative Community Construct information and knowledge Critical and reflective Distinguish ends from goals and from consequences of schooling Profile: awareness of what, how; and why + The civic-minded graduate: Academic knowledge (pedagogical and didactic), volunteering opportunities, NGOs and governmental organisations, contemporary social issues Skills: technical skills for the job, listening and communication skills, diversity skills, self-efficacy, and behavioural intentions for civic behaviour Values: respect, honesty, engagement, integrity... Predisposition Cochran-Smith writes: A new consensus has emerged that teacher quality is one of the most, if not the most, significant factor in students achievement and educational improvement. (2004a, p.3). Good news? Or bad news? At the same time, there is general agreement that the system is dysfunctional and unyielding (reports by national and international organisations, royal speeches, speeches by various ministers, media ). One way is action research The reflective language teacher leads an organized and ongoing search for classroom solutions and professional insight. It aims to help people to investigate reality in order to change it. It is a social and educational process [ ] directed towards studying, reframing, and reconstructing practices which are, by their very nature, social. Kemmis and Wilkinson (1998) Carr and Kemmis write: Self-reflective enquiry [is] undertaken by participants in order to improve the rationality and justice of their own social or educational practices as well as their understanding of these practices and the situations in which these practices are carried out. (1986, p.220). This is one of the best ways to set a project of continuous reform based

9 COMMUNICATIONS on practical, scientific, and reflective knowledge, with the participation of different stakeholders. Participatory Action Research (PAR) PAR is a social process. It is: Practical and collaborative Emancipatory Critical Recursive (reflexive, dialectical) Some questions to ask about PAR (Kemmis and Wilkinson, 1998): 1. How does the project design follow the Lewinian spiral of cycles of self-reflection (at least in broad terms)? 2. How does the project aim to improve: a. Practices b. Practitioners understandings of their practices c. The situations in which the practices are carried out 3. How does the project aim to involve: a. Those whose action constitutes a practice b. Those affected by the practice 4. How can the project be described as a social process? 5. How can the project be described as participatory? How does it engage people in examining their knowledge (understandings, skills and values) and interpretative categories (the ways they interpret themselves and their action in the social and material worlds)? 6. How can the project be described as practical and collaborative? How does it engage people in examining the acts which link them with others in social interaction? 7. How can the project be described as emancipatory? How does it aim to help people recover and release themselves from the constraints of irrational, unproductive, unjust and unsatisfying social structures which limit their self-development and self-determination? 8. How can the project be described as critical? How does it aim to help people recover and release themselves form the constraints embedded in the social media through which they interact: their language (discourses), their modes of work and the social relationships of power (in which they experience affiliation and difference, inclusion and exclusion, etc.)? 9. How can the project be described as recursive (reflexive, dialectical)? How does it aim to help people investigate reality in order to change it, and to change reality in order to investigate it in particular by changing their practices in a deliberate social process designed to help them learn more about (and theorise) their practices, their knowledge of their practices, the social structures which constrain their practices and the social media in which their practices are expressed and realised? 10. Which aspects of the project consider practice from a a. Subjective or b. Objective or c. Reflexive-dialectical perspective involving both? 11. What aspects of the project consider practice from a. An individual b. Social or c. Reflexive-dialectical perspective involving both? Reality? A training course that stifles any creativity or innovation and is unpredictable Too much time wasted in planning (trying to implement the instructions) and re-planning Trainee teachers have very little access to pupils Very little freedom for innovation and adventure (do it the way I do it) Learners are constrained by time and the syllabus Difficult to initiate new practices in the same conditions with the same learners within the same groupings A lack of clear PAR goals for trainee teachers and teacher educators

10 8 MAGAZINE DE LA CINQUIÈME RENCONTRE ÉDUCATIVE ET INTERCULTURELLE MAROC - PAYS-BAS 2015 A suggestion for better conditions: CSL/T Definition from Bringle and Hatcher: course-based, credit-bearing educational experience in which students (a) participate in an organized service activity that meets identified community needs and (b) reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility. (1995, p. 112) [Service-learning requires] linking the curriculum to community needs and engaging students in direct, academically based problem solving on social issues (p. 74) The goal of socially responsive knowledge is as follows: first, to educate students in the problems of society; second, have them experience and understand first-hand social issues in their communities; and third, and most important, give students the experience and skills to act on social problems (p ) Distance Education Teaching Service Learning Community ENGAGEMENT Service Professional Community Service Service Learning and Community Engagement: A Comparison of Three National Contexts by Thomson, Smith-Tolken, Naidoo, and Bringle (2010, p. 231) Some guiding principles: 1. We plan 2. We learn 3. We reflect 4. We trust 5. We hope 6. We care Reflection and partnership are essential elements of CSL. Change, assertiveness and agency are its major goals. Research Site Research Participatory Action Research Empirical evidence in favor of CSL The most common student outcome from service learning is an improvement in attitudes centering around social responsibility such as social awareness or consciousness, empathy, community-oriented moral obligations, social justice, respect for diversity, and reduction in racism. These attitudes appear to be maintained for years after graduation. (Fenzel and Peyrot 2005). An enhancement in self-efficacy for community service. An increase in plans for future community service (e.g. Moely et al. 2002) and a greater likelihood of post-college involvement in service and service-related careers. Enhanced learning of core course content (Reeb et al. 1999), higher academic achievement as measured by multiple indexes (Gray et al. 1996), as well as a capacity to view phenomenon from multiple perspectives and to apply knowledge developed in one setting to other settings. Development of a number of competencies or skills such as team building, leadership, conflict resolution, communication, organisation and time-management. Improved wellness in the community. Overlap Both aim at change Both aim at improvement Both result in better understanding and insight Both are collaborative and participatory Both are based on critical and emancipatory principles Both are social processes Overall, they have similar means, similar ends and similar backgrounds

11 COMMUNICATIONS 9 Our hopes Select pupils at risks in English (to start with). Then analyse their needs and learn their preferences. Plan an English course following steps suggested in the literature. Reflect with pupils, teachers, administrators and parents on a regular basis. Respond positively to the reflections made, aiming at improving the outcomes. Involve other departments (some colleagues from the French department have already started thinking about it). Better conditions for Needs assessment Negotiating timing, materials, procedures, etc. with the beneficiaries and other partners Reconsidering plans Reflecting with different partners Trying different materials, procedures, techniques, etc. Responding to the beneficiaries requirements More freedom for flexibility, adventure, repair, amendments, etc. What we did as a department We collected and shared references, reports and studies about CSL. We attended a number of meetings and workshops to discuss, share and consider feasibility. We organised a conference for teacher educators and trainee teachers. We facilitated a number of workshops for trainee teachers, in addition to discussions (as many were worried). We visited several high schools and met with the administrative staff, boards of pupils parents and tutors and teachers (together with trainee teachers). The majority of schools were in rural areas or disadvantaged urban areas (Tamaslouht, Taseltanet, Doha-Mhamid, High schools with campuses ). Agreement We tried to involve different partners as much as possible. Almost ALL the headmasters and boards of parents and tutors agreed to support the project. We tried to meet most of the English teachers in those schools who showed enough enthusiasm. All that was needed was a formal procedure: a document in the form of a partnership. We drafted the partnership I went to four of the agreed-upon schools and shared the draft partnership agreement with them; they agreed. I gave a copy to the director of CRMEF. After a couple of weeks, we saw him; he had a few comments about who has the right to sign. After the February vacations, we visited him and had a short discussion about it. He let us know that the ministry has a booklet about how to formulate a partnership. A friend rewrote the draft to meet the director s requirements. After one week, we sent him an asking for an immediate response as we were under time pressure. We received an in which he informed us that he had sent the copy to the AREF-M, and he made some comments again. Then I met Mr, who informed me that they made some comments and sent them to the director; so far, no news! Students need to do action research And they insist on engaging in community service learning. Last week, they informed me that some schools are ready to allow us Students to work need with to do their action students: research CLANDESTINE COMMUNITY SERVICE And they insist on engaging in community service learning. Last LEARNING week, they informed AND me SMUGGLED that some schools ACTION are ready RESEARCH to allow us to work with their students: CLANDESTINE COMMUNITY SERVICE LEARNING AND SMUGGLED ACTION RESEARCH االلممتتصصللةة تتللكك غغييرر ا أخخررىى ااققتتررااححااتت ببتتققددييمم ووذذللكك االلتتددخخللييةة االلببححووثث للتتننووييعع االلللااززممةة االلتتررتتييببااتت ا أخخذذ ممننككمما أططلبب غغييرر ممنن للا أننهه ووا أيیضا بعدد جاهھھھززاا للييسس ووللا أننهه ووححييدداا ااقتررااحا ييككوونن للاا ححتتىى "االلممتتععثثرريينن االلتتللااممييذذ ددععمم ممششررووعع" بب متددرربا اا ا أسستتااذذ تتسسععيينن ممنن) ببا أككممللهه ففووجج ععللىى ممششررووعع تتججررييبب االلممسستتسسااغغ STLUSER I have tried to share some details with you. I cannot pretend that I am objective and I don t want to be objective STLUSER anyway, though I am not expressing my feelings. Sharing this experience is an invitation to reflect on how to make it work next time, and is an invitation to make it a project for CRMEF (in fact, the I have draft of tried the partnership to share was some open to details all levels and with all departments you. I cannot and was pretend planned for that two years). I The faculty felt that they were shut down and, as a result, were drained physically, emotionally and am objective and I don t want to be objective anyway, though I am not expressing my feelings. Sharing this experience is an invitation to reflect on how to make it work next time, and is an invitation to make it a project for CRMEF (in fact, the draft of the partnership was open to all levels and all departments and was planned for two years). The faculty felt that they were shut down and, as a result, were drained physically, emotionally and intellectually. intellectually.

12 10 MAGAZINE DE LA CINQUIÈME RENCONTRE ÉDUCATIVE ET INTERCULTURELLE MAROC - PAYS-BAS 2015 DEUXIÈME COMMUNICATION «Comment créer un espace afin de favoriser les recherches-action Maroc - Pays-Bas?» Françoise Lucas Depuis 2008, les formateurs et étudiants de la Faculté d Education de l Université d enseignement professionnel Han visitent régulièrement Marrakech et la région du Haouz pour des échanges culturels. En 2009, la Faculté d Education, l Académie de Marrakech et la région du Haouz ont cherché à donner à ces visites un sens allant au-delà de voyages culturels à dominante touristique. Rapidement, nous avons donc mis en œuvre un partenariat ayant pour but le partage de connaissances non seulement culturelles mais aussi éducatives. En mai 2010, nous avons organisé la première conférence éducative au sein de notre partenariat. Les communications plénières et les ateliers organisés par les étudiants et les formateurs marocains et néerlandais nous ont permis d apprendre à nous connaître et à connaître le système éducatif de nos deux pays. Cette première conférence a formé un tremplin pour faire de la recherche ensemble. En 2011, nous avons cherché des voies pour donner un cadre à nos projets de recherche. Nous avons tenté de concrétiser nos idées en mettant en place un plan d action comportant un éventail de domaines : recherche-action, didactique des langues, sciences de l éducation, genre et diversité, nouveaux médias. Des fiches action rédigées par des binômes de formateurs marocains et néerlandais nous permettaient de cibler les divers aspects attachés à ces sujets. Les partenaires marocains et néerlandais ont tenté de rédiger des fiches action ensemble afin de travailler en commun sur des sujets appartenant aux domaines cités plus haut. Ainsi, dans le cadre de la didactique des langues, un échange portant sur l enseignement de la grammaire a été mis en place par deux collègues, l un travaillant au Maroc, l autre aux Pays-Bas. Malheureusement, la concrétisation des sujets appartenant à d autres domaines a difficilement vu le jour. En revanche, dans le cadre de notre partenariat, les conférences que nous organisons ensemble à Marrakech et à partir de novembre 2015 à Nimègue, se couronnent à chaque fois de succès. Les objectifs que nous nous sommes fixés dès le départ, apprendre les uns des autres, apprendre ensemble, trouvent leurs ressources dans les conférences plénières mais surtout dans les ateliers que les étudiants et les formateurs marocains et néerlandais animent chaque année. Afin de faire justice à cette énergie d apprentissage que nous observons tous les ans au cours de nos conférences, afin de faire aussi justice aux liens d amitiés entre formateurs et étudiants marocains et néerlandais qui se sont créés et qui continuent de se développer au fil des ans, j ai cherché à mettre en place un cadre allant au-delà de la création de fiches action tel que nous avons tenté de le faire en Pour ce faire, je me suis tournée vers l ouvrage de la neuro-pédagogue Hélène Trocmé-Fabre. Cet ouvrage, intitulé Réinventer le Métier d Apprendre (1999), propose le concept «d habiter en apprenance». J y reviendrai plus tard. Pour Trocmé-Fabre, tout apprentissage s effectue dans l espace et le temps. Selon ce concept, apprendre n est pas limité par des frontières géographiques, mais engage tout l être vivant. Pour Trocmé-Fabre apprendre est un «métier». Elle rapproche ces deux concepts, métier et apprendre, car on peut leur associer les mêmes mots, par exemple, aptitude, autonomie, compétence, connaissance, enseigner, parcours, savoir, savoir-faire, transfert. Or les ateliers que nous organisons chaque année et qui servent de tremplin à notre projet d apprendre ensemble répondent aussi de ces deux concepts. Dans le parcours que nous effectuons tous les ans, nous gagnons en connaissance, en compétence, en savoir-faire. Notre conférence est un «lieu de pratique» qui engage une dynamique au cours de laquelle le transfert des aptitudes, des connaissances s effectue. En outre, en s échelonnant dans le temps et dans la durée, en impliquant divers acteurs (formateurs et étudiants) de plusieurs cultures, nos rencontres questionnent aussi le métier d enseignant tel qu on le conçoit souvent. Traditionnellement enseigner veut dire transmettre des connaissances, les acquérir, les évaluer. Dans ce sens, seul l enseignant a un métier. Par contre, si l on parle du «métier d apprendre», l on se dirige vers

13 COMMUNICATIONS un parcours en boucle qui permet à tous, enseignant et apprenant, de devenir acteur de son processus d apprentissage. Car on n apprend pas seul. Pour apprendre, «il faut être relié à un contexte physique, social, affectif, cognitif.» (Trocmé-Fabre, 1999, p. 92) Ainsi, apprendre répond selon Trocmé-Fabre aux «lois de la vie». En réponse à la notion «d apprendre à apprendre» qui s est propagée les dernières années dans le monde éducatif, elle propose la notion de «savoir-apprendre». Cette notion se réfère à un référentiel cognitif qui prend en compte le physique, le social et l affectif, aspects qui ne sont pas nécessairement nommés dans la notion «d apprendre à apprendre». L objectif du concept de référentiel cognitif est double. Il permet de clarifier les liens qui guident nos capacités cognitives et il permet de structurer l éducatif sur les lois de la vie. En effet, apprendre ou habiter en apprenance, selon la formulation qu emploie Trocmé-Fabre pour situer les actes d apprentissages dans la durée, met en oeuvre des capacités de perception, mémorisation, intégration, organisation, structuration et re-structuration, mise en relation, mise en images, formulation et expression.... Ces capacités s inscrivent dans la logique du vivant, dans la quête de sens qui est au cœur du vivant. (Trocmé- Fabre, 1999, p. 92) Pour relier ces propositions à la notion de savoir-apprendre, Trocmé- Fabre, se basant sur les recherches effectuées en neurologie et en sciences cognitives, propose 10 actes cognitifs de base. Ces 10 actes sont représentés sur l arbre du savoir-apprendre. Ils correspondent aux besoins de l être humain qui, dès la naissance est doué d un potentiel d apprentissage, d adaptation, d organisation. Ces dix actes cognitifs sont représentés par des verbes : contextualiser, reconnaître, organiser, ancrer, choisir, innover, échanger, comprendre, intégrer, communiquer. Ces mots-clés marquent les étapes que nous franchissons lorsque nous apprenons en interaction avec l environnement dans lequel on évolue. A ces 10 actes correspondent 10 aptitudes de bases qui sont des savoirfaire qui s inscrivent dans notre histoire culturelle et biographique, et qui demandent à être actualisés dans notre relation à notre environnement, à soi et aux autres. Il s agit de savoir découvrir, reconnaître la complexité des phénomènes d apprentissage pour évoluer, de savoir organiser, c est à dire de créer des connexions, des réseaux mais aussi des habitudes, de savoir ancrer, c est à dire savoir interpréter et créer du sens en faisant jouer nos mémoires, nos émotions, nos rêves, nos désirs et nos attentes afin que pour chacun ils fassent émerger du sens (Trocmé-Fabre, 1999, p. 99). Il faut aussi savoir choisir, savoir innover, savoir échanger, savoir comprendre, savoir intégrer et savoir communiquer. Il me semble que l entreprise que nous avons amorcée ensemble en et qui se poursuit jusqu au jour d aujourd hui répond de la notion du savoir-apprendre telle qu elle est élaborée par Hélène Trocmé-Fabre. Il s agit maintenant de savoir si les concepts de savoirapprendre, d apprenance et de référentiel cognitif pourraient nous aider à donner un nouvel élan aux recherches-action que nous avons entreprises et que nous continuons à entreprendre. Il va sans dire que les propositions que je viens de vous exposer ne sont encore qu une ébauche d un travail que l on pourrait élaborer ensemble. Les objectifs que nous nous sommes fixés pourraient ainsi bien s inscrire dans le métier d apprendre. Pourrions-nous créer un espace d apprenance est la question qui se pose au terme de mon exposé? Merci beaucoup de votre attention. Sukran bezzaf.

14 12 MAGAZINE DE LA CINQUIÈME RENCONTRE ÉDUCATIVE ET INTERCULTURELLE MAROC - PAYS-BAS 2015 ATELIER 1 «From culture shock to cultural understanding» Students Mohamed Abouhachni, Lamiae Fadili, Nadia Outcoumit and Khalid Taouil Teacher Tourya Saada Plan 1. Sketch Setting: the ambassador s birthday party Characters: people from America, India, Japan, Kuwait and Morocco Narrator: setting the scene for the act 2. Recounting experiences The participants relate to the theme of the sketch and share situations where they faced embarrassing culture-bound situations and how they dealt with them. 3. Culture Slot Situation 1: Dutch serving Moroccan tea Situation 2: Moroccan eating a sandwich the Dutch way 4. Scenarios 5. PowerPoint presentation Culture shock: definition and stages 6. Wrap up Guided discussion: questions + feedback Scenarios Objectives Discuss how a lack of cross-cultural awareness can lead to misunderstanding and cause a communication breakdown. Recognise some aspects of both Moroccan and Dutch cultures. Identify some misconceptions that exist in both Moroccan and Dutch cultures. Discuss ways to overcome situations of culture shock. Synopsis This workshop aims at ensuring that participants develop basic crosscultural awareness of aspects of both Moroccan and Dutch cultures. It is also an attempt to investigate some stereotypes and misconceptions in both cultures, and to highlight the fact that insufficient knowledge of the other s culture hampers effective communication, causes cultural misunderstanding and sometimes causes a total communication breakdown even though a considerable amount of language proficiency is present. Scenario #1: On your first visit to Morocco, you bought a hand-made local carpet for 5000 MAD. Your Moroccan friend liked it very much and wanted to buy one as well. The next day, you went together to the traditional shops in downtown Marrakesh so that your friend could buy his/her carpet. To your surprise, he/she could have it for only 2000 MAD just because he/ she bargained down the price! You did not know that you could bargain about price of an object that has a price tag on it! How would you feel? And Why? What would you do? What would you say? Scenario #2: You are keen to discover other cultures and learn more about their religions. When you last visited Morocco, you went to see the great Hassan II Mosque in Casablanca with your Moroccan friends. It was an opportunity for you to discover Islamic, Berber and Arab architecture. When one of your Moroccan friends visits the Netherlands, you take them to see the Westerkerk in Amsterdam. Surprisingly, your friend refuses to go inside the church, arguing that he cannot because he is Muslim. How would you react to that? What arguments would you use?

15 ATELIERS Scenario #3: On a Saturday night out, you are having fun with some friends from the Netherlands and Morocco. You have dinner together and go to party in a nice club. After leaving the club early, you decide to go to the beach for the rest of the night. On the beach, your friends build a fire and sit down for a drink and to tell stories. A Moroccan friend offers you some marijuana, but you politely decline it. Your Moroccan friend is a bit surprised and provokingly says: Come on! You are from Amsterdam, aren t you? How would you react to that situation? What would you do or say to clear up that misconception? Scenario #4: You are new in the neighbourhood so one of your neighbours invites you for dinner. You show up on their doorstep with two more people (your roommates). In the host family s culture, unexpected guests are rarely, not to say never, welcome. How would you deal with it on your part? If you were the host, how would react? Why? Suppose you found a way to get the three of you inside the house and the host serves you steak for dinner. However, one of your roommates happens to be Hindu and he/she, feeling insulted, starts criticising and acting weird. Eventually the host family feels offended as well. How would you handle this situation? Scenario #5: To celebrate your presence in their village, your Moroccan host family plans a large gathering a few days after your arrival. Your host family works throughout the day to prepare a banquet for the celebration. When you arrive, your host mom invites you to be the first to eat and she points you towards a popular dish of beef entrails. However, you feel slightly nauseated by that dish in particular. How can you handle the situation without potentially offending her? Scenario #6: Your Moroccan friend invites you to come to Morocco for vacation. However, on the day you arrive, his friend who is an Imam (Muslim religious leader) calls and invites him to attend a Muslim community meeting. He doesn t want to leave you alone at home because this would be impolite in the Moroccan culture, so he decides to take you with him to the meeting where they are going to discuss matters related to Islam and Muslims. Suppose you decide to go with him. When you arrive there, the Imam comes to you and starts talking with you to try to convince you to convert to Islam. What would be your reaction? What would you say to the Imam to keep from offending him? PowerPoint What can you bring to culture shock? Stage 1 The honeymoon Positive mindset High expectations A romanticised view about the new culture Stage 2 Culture shock sets in The novelty starts to wear off One begins to criticise the country: these people Stage 3 Recovery stage Understanding of the local culture deepens Stage 4 Adjustment stage Feeling at home Enjoy living in the foreign country Wrap up 1. What did you get from this workshop in terms of culture? 2. Did you have any misconceptions about the other culture before coming to this workshop? What were they? 3. How would you implement what you experienced today the next time you travel abroad? 4. What were your expectations when you first saw the title of this workshop? 5. These are the objectives of this workshop; to what extent did they match your expectations? 6. Discuss how a lack of cross-cultural awareness can lead to misunderstanding and cause a communication breakdown. 7. Recognise some aspects of both Moroccan and Dutch cultures. 8. Identify some misconceptions that exist in both Moroccan and Dutch cultures. 9. Discuss ways to overcome situations of culture shock. 10. To what extent could this workshop affect your teaching practices?

16 14 MAGAZINE DE LA CINQUIÈME RENCONTRE ÉDUCATIVE ET INTERCULTURELLE MAROC - PAYS-BAS 2015 ATELIER 2 «Grasping meaning» Students Rudi Holleboom, Ruben de Leeuw and Melissa Leijser Teacher Daniel Gibb Table of Contents Goals Background of the model Phase 1: priming Phase 2: meaning Phase 3: honing Phase 4: testing Conclusion Questions What is the subject? Our workshop is about teaching and learning vocabulary. We will explain the Dutch VSCC (PMHT) model to you: priming, meaning, honing and testing. Why did we choose this subject? Instruction VSCC model In the Dutch language, we use Neuner s model (from reception to production) to teach some English, Dutch and Moroccan words. The model consists of four phases. During our workshop, we will address all four phases. But first I will explain the meaning and didactics of the four phases. At the end of our workshop, we will ask you which phase of Neuner s model you have recognised. Bossers, Kuiken and Vermeer said that the context of words is an important connecting factor for teaching vocabulary. It is also important that you teach words in a network, so students can easily understand their meaning. Neuner s model (from reception to production) distinguishes between the following four phases: In the first the brain will be prepared to learn new words. The teacher will pronounce the new words or show a short movie in which they appear. At the end of this phase, students can state which words they are going to learn. The teacher has to pronounce the words and the students only have to repeat them, so that they can use the words in many contexts. In the second phase of Neuner s model the meanings of the words will be explained. The way in which words are taught is important for remembering them: it is very important to teach new words in a context. One way to teach a new word is to show a picture that illustrates it. The student sees a relationship between the word and its concept. It is very important to pay attention to the different properties of a word: phonetics, spelling, syntax, etc. It is very effective to relate the words to other languages. In our workshop, we will teach you the same word in three languages: Dutch, English and Moroccan. It is easier to learn a word in three languages, because you can see relationships between them. The third phase of Neuner s model is consolidating, in which students practice the new words. This is when the students recognise the words in different contexts. Neuner s theory is that a student has to use a word seven times before he knows it. In this phase, repeating and labelling the words are important. The teacher has to prepare exercises in which the new words appear. You can think of a reading text or a

17 ATELIERS 15 listening task. The teacher also has to think about the goals he wants achieve with the students: the exercises have to connect with the goals. Neuner s model is based on the idea that vocabulary works from reception to production. The idea is that a student has to know a word before he can use it. The last phase of Neuner s model is checking, in which the teacher checks whether the student knows a word and its label. There are various ways to check the understanding of a word: you can use a gap text in which students fill in the blanks, or use a reading text or listening task to check the understanding and meaning of the new words. In our workshop, we will use the follow didactics: In the first phase, we will pronounce a new word and pay attention to its spelling, etc. In the second phase, we will show pictures of the new words. In the third phase, we will play the game Memory in groups to practice the new words. In the last phase we will play the game Petje Op-Petje Af to check the understanding and meaning of the new words. Mr. Cop says that Neuner s VSCC model is an effective way to teach and learn new words. But it s very important to think about the goal the students need to achieve. Do you think it is important to learn many words or do you think it is more important to know a lot about one word (you have to think about the spelling, etc.). It is very important to think about this question, because the steps you have to take depend on the goals you want to achieve. In his literature, Filpiak gives advice about teaching words. Vocabulary is important for reading and listening. You have to know words to understand listening and reading tasks. It is important to work with authentic texts in which the meaning of the words is clear. Goals The students know the Dutch VSCC model and can explain it in their own words. The students know the four phases of this model (priming, meaning, honing and testing) and can explain them in their own words. The students can explain a word using this model. The students can recognise elements of this model in instructions from other people. Instructions What is vocabulary and why should we pay attention to it? What is the Dutch VSCC model? Which phases can be distinguished in this model? We will show you a few words in Dutch, English and Moroccan Arabic. We will give you some information about each word (spelling, syntax, etc.).

18 16 MAGAZINE DE LA CINQUIÈME RENCONTRE ÉDUCATIVE ET INTERCULTURELLE MAROC - PAYS-BAS 2015 Word 1 Word 2 Word 3 Language Word Language Word Language Word Dutch Fiets Dutch Kaas Dutch Leraar English Bicycle English Cheese English Teacher Moroccan Bissiklet Moroccan Zjubna Moroccan Mu ellim French Vélo French Fromage French Professeur Word 4 Word 5 Word 6 Language Word Language Word Language Word Dutch Huiswerk Dutch Bloem Dutch Film English Homework English Flower English Film Moroccan Tamarin Moroccan Warda Moroccan Film French Devoirs French Fleur French Film Word 7 Language Dutch English Moroccan Word Melk Milk Hlib We will show you the words in combination with a picture. Try to remember the combination of the word and the concept. French Lait

19 ATELIERS

20 18 MAGAZINE DE LA CINQUIÈME RENCONTRE ÉDUCATIVE ET INTERCULTURELLE MAROC - PAYS-BAS 2015 Instructions Instructions What? How? Time? Questions? Play the memory game. Look for the same word in different languages. In groups of four. 15 minutes Ask one of the three teachers. Question 5 What do you see in the following picture? Petje op (hat on): leraar Petje af (hat off): huiswerk Question 6 Which row is not correct? Petje op (hat on): melk, milk, hlib, lait Petje af (hat off): melk, cheese, jubna, fromage Question 7 What is the Dutch word for the French word fleur? Petje op (hat on): fiets Petje af (hat off): bloem Finished? Learn the words. You can use paper to write them down. Results? We will test if the words have been understood in the next phase. In this phase, we will test your understanding of the words and the concepts. Question 8 Which Dutch word is missing in the following row: homework, tamarin, devoirs Petje op (hat on): kaas Petje af (hat off): huiswerk Question 9 What do you see in the following picture? - Petje op (hat on): fiets - Petje af (hat off): bloem We will show you a picture. We will play Petje Op- Petje Af. The winner is the person who remains standing at the end of the game. Question 1 What is the Moroccan word for cheese? Petje op (hat on): hlib Petje af (hat off): ẑjubna Question 2 What is the Dutch word for the Moroccan word Warda? Petje op (hat on): bloem Petje af (hat off): film Question 3 What is the Dutch word for the English word teacher? Petje op (hat on): leraar Petje af (hat off): film Question 4 Which row is not correct? Petje op (hat on): fiets- bicycle- bissiklet Petje af (hat off): friet- bicycle- bissiklet Question 10 What is the French word for the Dutch word huiswerk? - Petje op (hat on): fromage - Petje af (hat off): devoirs Final question How many primary schools do you think we have in the Netherlands? Reflection What did you recognise about vocabulary in our workshop? What did you learn about learning and teaching vocabulary? Do you think the Dutch VSCC model is an effective way to teach vocabulary? If so, why? Checking goals What are the principles of this model? In your own words, describe what the different phases involve. What was involved in the testing phase? Statement I will use this model in my lessons. Give your opinion about this statement. Also mention why you would or would not want to use this model.