Enhancing English Language Teaching: A Comprehensive Approach for Educational Transformation
…Goodbye, French
Based on the provisions of the Kingdom’s constitution, which emphasize the learning and mastery of the most widely spoken foreign languages in the world as means of communication, engagement, and interaction with the knowledge society, openness to different cultures, and contemporary civilization, and in continuation of implementing the provisions of Framework Law No. 17 51 related to the education, training, and scientific research system, particularly its relevant provisions concerning linguistic engineering, which advocate for gradually and balanced establishment of linguistic diversity alongside preparing learners to master foreign languages at an early age, and in line with the objectives of the Roadmap 2026-2022 and the transformation programs outlined in the procedural framework 2023-2024 to implement the new model of a quality Moroccan school, especially the structured program related to curriculum development and revision as well as teaching methods, and considering the position of the English language in society and its functional roles, as well as the future prospects it opens for young people in the fields of knowledge, science, technology, communication, cultural and civilizational openness, and others, and with the aim of improving the learning and teaching of the English language, which is currently taught as a foreign language in the third year of preparatory education, I am pleased to inform you that it has been decided to start the generalization of teaching the English language in preparatory education starting from the upcoming academic year 2024-2023, in accordance with the path and procedures outlined in this memorandum.
According to the path and procedures outlined in this memorandum:
Generalization Path
English language teaching will be generalized in middle school according to the following path
Academic year 2024-2023: Introducing English language in the first year of middle school with a coverage rate of up to 10%, and in the second year of middle school with a coverage rate of 50%.
Academic year 2025-2024: Expanding English language teaching with a coverage rate of 50% in the first year of middle school, and generalizing the teaching of this language (100%) in the second year
Academic year 2026-2025: Generalizing the teaching of English language (100%) in the first year of middle school, thereby generalizing the teaching of this language at all levels of this educational stage
The following considerations will be taken into account in the generalization process
– Adopting schedules that allocate 24 hours per week for each teacher (12 sections per teacher) and allocating two hours (2) weekly for teaching English language per section
. Adopted Procedures
In order to achieve the goal of expanding and generalizing the teaching of English language in middle school, administrative, educational, organizational, training, supportive, and other measures should be taken at the central, regional, and local levels
. Supervision and Leadership
Adjusting the path of generalizing English language teaching in middle school requires establishing leadership mechanisms at all levels, as follows
Establishing a central leadership committee, headed by the Secretary-General of the Ministry and including the directors of the relevant central directorates, responsible for monitoring and evaluating the implementation of this program at its various stages. Developing a program for the generalization of English language teaching under the supervision of the Curriculum Directorate, which is responsible for the overall coordination of various procedures and measures related to this language workshop, involving the relevant central directorates, regional academies of education and training, and various educational stakeholders, as well as coordinating with ministry partners in this field
Establishing regional and provincial leadership committees to oversee the planning and implementation of the path and procedures for generalizing English language teaching. This includes mapping out the educational landscape for the educational institutions that will teach this language, developing and implementing regional and provincial action plans and programs to expand its teaching, and providing the necessary resources for its generalization. Additionally, tracking and evaluating achievements in harmony with the set objectives at the national, regional, and provincial levels
These committees work under the direct supervision of the Director of the Regional Academy of Education and Training for the regional leadership committee and the Director of the province for the provincial leadership committee
These committees include representatives responsible for various departments and services related to planning, educational affairs, human resources, training, and digital resources. They also include representation from inspectors, directors of educational institutions, English language teachers, and experienced individuals in this field. The regional leadership committees provide the Curriculum Directorate with regional plans for the generalization of English language teaching and periodic reports on the progress of the work, based on which comprehensive reports are presented to the central leadership committee.
The leadership committees at all levels hold regular meetings to monitor and study the implementation status of the plans for generalizing English language teaching, and take necessary measures to ensure the effective implementation of these plans according to the outlined objectives.
. Pedagogical Tools
The ministry works on developing educational tools that are in line with the workshops for the generalization of English language teaching in middle school, in coordination with a group of partners, especially within the framework of international cooperation programs. These tools will be shared with all educational stakeholders in the field to reinforce the collaborative approach and methodology in implementing various reform workshops.
. Training
Basic and continuous training for English language teachers is of special
Implementation of the English Language Teaching Generalization
The generalization of English language teaching in preparatory education will follow the following path
Academic Year 2024-2023: Establishing English language teaching in the first year of preparatory education with a coverage rate of up to 10%. In the second year of preparatory education, the coverage rate will be 50%
Academic Year 2025-2024: Expanding English language teaching with a coverage rate of 50% in the first year of preparatory education. Full generalization of English language teaching (100%) will be implemented in the second year
Academic Year 2026-2025: Full generalization of English language teaching (100%) in the first year of preparatory education, thus ensuring the teaching of English language at all levels of this educational stage
The following considerations will be taken into account during the implementation process
– Adopting schedules that allocate 24 hours per week for each teacher (12 sections per teacher). Two hours per week will be dedicated to teaching English language for each section.
Adopted Procedures
To achieve the goal of expanding and generalizing English language teaching in preparatory education, administrative, educational, organizational, training, supportive, and other measures should be taken at the central, regional, and local levels.
. Supervision and Leadership
Setting the course for the generalization of English language teaching in preparatory education requires establishing leadership mechanisms at all levels, including:
– Establishing a central committee for leadership, chaired by the Secretary-General of the Ministry, and including the directors of relevant central directorates. This committee will monitor and evaluate the implementation of this program at its various stages.
– Developing a program for the generalization of English language teaching under the supervision of the Curriculum Directorate, which is responsible for the overall coordination of various measures and actions related to this language workshop. It will involve relevant central directors, regional academies of education and training, and various educational stakeholders. It will also coordinate with ministry partners in this field.
– Establishing regional and provincial leadership committees responsible for planning and implementing the generalization of English language teaching. They will develop educational maps for the educational institutions where this language will be taught and prepare and implement regional and provincial action plans and programs for its expansion. They will also provide the necessary resources for its generalization and monitor and evaluate the achievements in harmony with the set goals at the national, regional, and local levels.
These committees will work under the direct supervision of the Regional Academy Director for the regional leadership committee and the Director of Education for the provincial leadership committee. The committees will include representatives responsible for various departments and relevant services, especially those related to planning, educational affairs, human resources, training, and digital resources. The committees will also include representatives of inspectors, school directors, English language teachers, and experienced individuals in this field. The regional leadership committees will provide the Curriculum Directorate with the regional plans for the generalization of English language teaching and periodic reports on the progress of the work, which will be presented to the central leadership committee.
The leadership committees at all levels will hold regular meetings to monitor and study the implementation status of the generalization plans for English language teaching. They will take necessary actions to ensure the successful implementation of these plans according to the outlined objectives.
. Pedagogical Tools
The ministry will develop educational tools that align with the generalization of English language teaching in preparatory education. This will be done in coordination with various partners, especially within the framework of international cooperation programs. These tools will be shared with all educational stakeholders in the field to promote a collaborative approach and methodology in implementing various reform initiatives.
. Training
Training plays a crucial role in expanding and generalizing English language teaching. It is necessary to provide comprehensive training programs for English language teachers at all levels. The training programs should focus on enhancing teachers’ language proficiency, pedagogical skills, and knowledge of modern teaching methodologies.
The training programs will include the following components:
. Language Proficiency Enhancement:
English language teachers will participate in intensive language courses to improve their proficiency in English. These courses will focus on developing their listening, speaking, reading, and writing skills. Teachers will be encouraged to use English as the primary language of instruction during the training sessions to immerse themselves in an English-speaking environment.
. Pedagogical Skills Development:
Teachers will receive training on effective teaching strategies and methodologies specific to English language instruction. This will include techniques for teaching listening, speaking, reading, and writing skills, as well as grammar and vocabulary. The training will also emphasize learner-centered approaches, interactive teaching methods, and the integration of technology in language teaching.
. Professional Development:
To keep pace with the latest developments in English language teaching, teachers will participate in ongoing professional development activities. These may include attending workshops, conferences, and seminars related to language teaching. Teachers will also be encouraged to engage in self-directed learning, such as reading professional literature, participating in online forums, and joining professional networks.
. Supportive Materials and Resources
The ministry will provide teachers with a range of supportive materials and resources to facilitate their teaching. This may include textbooks, audiovisual materials, online resources, and teaching aids. Teachers will be trained on how to effectively utilize these materials to create engaging and interactive English language lessons.
. Infrastructure and Facilities
To ensure the successful implementation of the generalization of English language teaching, adequate infrastructure and facilities should be in place. This includes:
. Classroom Setup
Classrooms should be equipped with appropriate furniture and equipment to support English language teaching. This may include desks, chairs, whiteboards, audiovisual equipment, and internet connectivity. The classroom environment should be conducive to interactive and communicative language learning
. Language Labs
Establishing language labs can provide students with opportunities to practice their listening and speaking skills. These labs should be equipped with audiovisual materials, language learning software, and recording facilities. English language teachers should be trained on how to effectively use the language lab as a teaching tool
. Technology Integration
Technology should be integrated into English language teaching to enhance learning outcomes. This may involve providing schools with computers, tablets, or other devices that can be used for language learning purposes. Teachers should receive training on how to incorporate technology into their lessons and utilize educational software and online resources.
. Library Resources
School libraries should have a wide range of English language books, magazines, and other reading materials to promote extensive reading among students. The ministry should ensure that libraries are well-stocked and accessible to both teachers and students
. Monitoring and Evaluation
Regular monitoring and evaluation mechanisms should be in place to assess the progress and effectiveness of the generalization of English language teaching. This will involve
. Classroom Observation
Supervisors and inspectors should conduct regular classroom observations to assess the quality of English language teaching. They should provide constructive feedback and support to teachers to improve their instructional practices.
. Student Assessment
The ministry should develop appropriate assessment tools to measure students’ English language proficiency and progress. These assessments should align with the curriculum objectives and provide valuable feedback to students, teachers, and parents
. Data Collection and Analysis
Data on the implementation of English language teaching should be collected and analyzed regularly. This will help identify areas of improvement, track the achievement of goals, and inform decision
