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The Need for Educational Equity through Multimethodology and Differentiation in the Moroccan EFL Classroom

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dc.contributor.author El Khdar, Abdelmoula
dc.contributor.author Rguibi, Samira
dc.contributor.author Bouziane, Abdelmajid
dc.date.accessioned 2020-06-25T12:47:50Z
dc.date.available 2020-06-25T12:47:50Z
dc.date.issued 2019
dc.identifier.citation Studia Anglica Resoviensia T. 16 (2019), s. 33–47 pl_PL.UTF-8
dc.identifier.issn 1641-7666
dc.identifier.uri http://repozytorium.ur.edu.pl/handle/item/5596
dc.description.abstract All current educational documents in Morocco, the Strategic Vision 2015-2030 included, mandate the use of hybrid modes of instructional delivery and assessment tools to meet the pressing demands of diverse student population. The Moroccan English as Foreign Language (EFL) classroom success is contingent on how well EFL teachers know the learners they serve on daily basis. The EFL classroom in general is a volatile social milieu with diverse human dimensions. This paper is an attempt to probe the theoretical foundations behind the need for multimethodology and differentiation. It primarily addresses the premises of the Strategic Vision 2015-2030 which warn against the one-size-fits-all instructional modes. Then it addresses the challenges in the teaching of languages in Morocco. Alternatively, it suggests implementing differentiated instruction and multimethodology to rethink the educational instructional practices in an attempt to maximize students‘ academic growth, increase their engagement and trigger quality learning. Finally, it briefly introduces a model of differentiation in teaching and assessment that goes hand in hand with the major orientations of reform in Morocco and the international standards of differentiated instruction. pl_PL.UTF-8
dc.language.iso eng pl_PL.UTF-8
dc.publisher Wydawnictwo Uniwersytetu Rzeszowskiego pl_PL.UTF-8
dc.rights Attribution-NonCommercial-NoDerivatives 4.0 Międzynarodowe *
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/4.0/ *
dc.subject strategic vision pl_PL.UTF-8
dc.subject differentiated instruction pl_PL.UTF-8
dc.subject multimethodology pl_PL.UTF-8
dc.subject flatness pl_PL.UTF-8
dc.subject one-size-fits-all pl_PL.UTF-8
dc.title The Need for Educational Equity through Multimethodology and Differentiation in the Moroccan EFL Classroom pl_PL.UTF-8
dc.type article pl_PL.UTF-8
dc.identifier.doi 1898-8709
dc.identifier.doi 10.15584/sar.2019.16.3


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Attribution-NonCommercial-NoDerivatives 4.0 Międzynarodowe Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Międzynarodowe

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