Arabic Language and Moroccan Culture Education Programme

1.1 Context

On 14 October 1980, the Spanish and Moroccan governments signed a cultural co-operation agreement which came into force on 12 October 1985. Article IV.2 of this agreement sets out the basic principles of the Arabic Language and Moroccan Culture Education Programme, which is designed for Moroccan pupils attending Spanish primary and secondary schools. In 1992 the Joint Group of Experts set up by the Spanish and Moroccan education authorities, and which meets once a year, mapped out the main areas of co-operation and now oversees the implementation of the Programme.

In keeping with the basic principles laid down in the Agreement:

• The Spanish government facilitates the teaching of Arabic language and Moroccan culture to Moroccan pupils attending Spanish primary and secondary schools.
• The competent Spanish authorities provide the Moroccan teachers responsible for providing this instruction with the necessary premises, subject to the approval of the governing bodies of the schools concerned.
• Morocco provides the necessary teaching staff and is fully responsible for them.
• Spain participates in staff training and in the preparation of teaching material to support the lessons.

The Centre for Educational Research and Documentation (CIDE), which is part of the Directorate General of Education, Vocational Training and Educational Innovation of the Ministry of Education and Science, co-ordinates the Programme with the Cultural Section of the Moroccan Embassy in Spain and with the education ministries and departments in Spain’s Autonomous Communities. The Arabic Language and Moroccan Culture Education Programme was introduced in Spain during the 1994/95 academic year. Based on the experience gained to date, it was found that there was a need to update the concept of teaching Arabic language and Moroccan culture. This prompted us to develop a handbook for Moroccan teachers working in Spain, entitled the Teacher’s Practical Guide, to guide them in their work and ensure that they remained independent and accountable within the educational and curricular activities of the school where they taught. This handbook and other teaching material (the Teaching Units) will be published once the Joint Group of Spanish and Moroccan Experts has given its approval.

1.2 General objectives of the Programme

To provide Moroccan pupils with instruction that will help them to preserve their identity, to experience their own culture whilst respecting that of the host country and to develop confidence in themselves and their future, without succumbing to the negative effects that can arise from immigration.

To successfully adapt to school and their new life by fostering tolerance and a sense of community.

1.3 Cultural and intercultural objectives

• To understand and explain the main aspects and features of the social, administrative, socio-cultural and political system in their own country and in the Arab world
• To celebrate the defining features of their culture as a basis for developing an interest in, and respecting, the various aspects of the host-country culture
• To identify and acknowledge similarities between the cultural values of the Spanish and Moroccan peoples, and the contribution that Arab culture has made to Spanish culture
• To help pupils of different nationalities and from different cultural backgrounds to participate in exchange activities that promote mutual understanding and respect
• To foster tolerance, respect and a sense of community
• To make pupils more aware of the wide range of values and lifestyles found in their own culture and to generate interest in the host-country culture
• To discourage pupils from discriminating on grounds of race, gender, culture, religion, etc.

2.1 Teaching-learning strategies

Any kind of audiovisual material, slides, tourism brochures on Morocco, Spain and other countries may prove helpful; the teacher must be familiar with the material that they will be using and should gather documentation on the countries they wish to teach about, whilst seeking to create an atmosphere of trust and security.

The pupil should be an active participant in the learning process, with the emphasis on the pupil’s own experiences and on activity- and discussion-based learning.

Reflect the content to which the activities are geared, based on observable facts, while highlighting the diversity of the country of origin and the host country; based on situations and events that are close to the pupil and also information gleaned from the media; through documents that chart the history of the societies and countries concerned, contributing to a better understanding of the differences that exist and the changes that have occurred; based on observation of the various social groups, while encouraging the pupil to play an active part in the groups to which they belong, etc.

Encourage the pupil to be active and creative and to make the lessons meaningful by empowering the pupil, the importance of teaching them about equality, without making distinctions of any kind or imposing conditions, in an atmosphere of respect, tolerance and fellowship, and the need to develop the pupil’s sense of identity and self-esteem, by allowing them to design and play their own games, for example.

Explore the subject-matter through their own work, before going on to organise the various documents into an intercultural folder.

2.2 Levels and groups

Preparatory level (1st phase of primary education)

Beginner level (2nd phase of primary education)

Intermediate level (3rd phase of primary education)

Advanced level (1st phase of secondary education)

Later on, this can be supplemented by a higher level, split into two phases, each of which lasts two academic years: an initial phase which corresponds to the 3rd and 4th years of secondary education and a second phase which corresponds to the baccalaureate classes.

2.3 Themes addressed. Cultural and intercultural content

At preparatory level, the cultural and intercultural content is combined, as far as possible, with linguistic content (the themes and texts can focus on these aspects) and rooted in the pupil’s surrounding environment and personal experience. Later on, it is gradually extended to include broader, more complex concepts. At every level, the work is centred on areas of interest appropriate to the pupil’s age and characteristics.

The cultural content is made up of various elements: geography, history, art, civic and religious education. We will focus on civic and religious education.

Preparatory level

Organisational structure of the Moroccan family and its members: customs and traditions.

• The rooms in a typical Moroccan home: the living room or the room where
  guests are entertained.

Aspects of everyday life in Morocco: the local neighbourhood and the souk.

• The five pillars of the Islam religion.
• Mohammed , God’s messenger, to whom the Koran was revealed.

Beginner level:

• National, religious and family holidays,
• Some aspects of traditional Moroccan life,
• The moussems: fantasy as a vital ingredient in local festivals,
• A few chapters from the Koran,
• Introduction to the rules of ablution for reciting the five daily prayers.

Intermediate level:

• Characteristic features of rural and urban life in Morocco: hospitality,
• Aspects of Moroccan social life. Public baths and swimming pools: sense of community,
• Respect for one’s neighbour,
• The royal family: the king and the princes,
• Sport: famous athletes, male and female,
• Knowledge of the unity of God,
• The various stages in the life of the prophet Mohammed,
• The Muslim calendar: the Hegira,
• The meaning of the five pillars of Islam,
• Belief in God, the holy books before the Koran, the prophets, the angels and the day of judgment.

Advanced level:

• The Constitution as the basis for government in Morocco,
• Democracy and its institutions: administrative decentralisation: town councils,
• Wilayas, prefectures and provinces,
• Sport: football and athletics,
• Islam as a religion of friendship and tolerance,
• Pilgrimage,
• Prayer, fasting, invalidation of ablutions,
  • The call to prayer,
  • The Friday prayer
  • The chapters of the Koran.

The intercultural content is closely related to the Moroccan culture studies taught at each level so that pupils can gain an understanding of the new context into which they are being integrated, with its own distinctive characteristics.

Once again, the teaching is rooted in the pupils’ surrounding environment. The focus is initially on games and easily accessible aspects, before going on to tackle more specific, comparative aspects of Moroccan and Spanish cultures, with the emphasis on elements that reinforce the notion of unity and friendly relations between the two countries and their peoples.

Preparatory level:

• Spain in the world,
• Knowledge of Morocco and Spain as Mediterranean countries,
• The school system in Spain and Morocco,
• Some Spanish customs and traditions,
• Similarities and differences between the games played in Spain and Morocco,
• Similarities and differences between Moroccan and Spanish festivals.

Beginner level:

• Spain on the map of Europe. The capital city,
• Spanish and Moroccan crafts,
• Rural and urban life in Spain and Morocco,
• Some major Spanish festivals,
• Spanish and Moroccan weddings.

Intermediate level:

• The climate in Spain and its similarities and differences with the Moroccan climate,
• The most important monuments in Spain,
• The human races,
• The seven wonders of the world.

Advanced level:

• Morocco and Spain and the Mediterranean countries, their shared geography and history,
• Comparison of economic activities in Spain and Morocco and their interdependence,
• The various communities and their cultures,
• Historic relations between Spain and Morocco,
• Comparison of the Spanish and Moroccan administrative systems,
• The Spanish and Moroccan governments,
• The need for friendly relations between the two peoples.

Persons involved

According to information provided by the Cultural Section of the Moroccan Embassy in Spain and the education ministries and departments of the Autonomous Communities, the programme has been introduced in twelve Autonomous Communities across Spain. In the 2004-2005 academic year, the situation was follows:

By way of example and as a sign of how the Programme is working in certain Autonomous Communities, the detailed figures for the Autonomous Communities of Andalusia, Aragon and Catalonia are as follows:

DESCRIPTION OF ACTIVITY

Time needed for implementation

See Table Nº 2, which shows the number of “Classroom hours (weekly average)”.

It is important to note that owing to lack of time and flexibility in the timetable for teaching the Arabic Language and Moroccan Culture programme, efficient strategies are required in order to make optimum use of the time available. That means trying as far as possible to deliver the linguistic, cultural and intercultural teaching at the same time, through an integrated approach.

Instructions (unfolding of the activity)

Practical arrangements:

Scheme A: Designed for schools which have only a small number of Moroccan pupils.

• The classes are taught outside normal school hours.
• One Moroccan teacher covers several schools.

Scheme B: - Designed for schools which have a large number of Moroccan pupils.

• The classes are incorporated in the school timetable.
• There is normally one Moroccan teacher for each school.

Teaching principles:

The teaching, as reflected in the objectives and content, aims first and foremost to:

• Adapt the content and duration of each activity to the abilities, skills and interests of each pupil
• Emphasise communication activities with a view to:
  • Developing independent working methods
  • Fostering understanding and respect.
  • Developing a basic knowledge of the Arabic language
• Compare the Moroccan and Spanish cultures in a critical and constructive manner
• Give particular attention to the cultural and intercultural aspects, using up-to-date methods and resources.

Cultural and intercultural activities

Preparatory level:

The emphasis is on the following activities:

• Participation in traditional Spanish and Moroccan festivals and oral comprehension and expression exercises
• Participation in games, some of which are common to both countries and others not. Commenting on them
• Exercises focusing on the lives of different families
• Acting out drama scenes focusing on aspects of Spanish and Moroccan life, famous people, etc
• Films and cartoons which emphasise the value of comradeship and friendship.

Beginner level:

The emphasis is on the following activities:

• Exercises focusing on Spanish and Moroccan society. Way of life. Customs
• Colouring exercises, counting and writing sentences about a wedding
• Participation in games and songs for children
• Participation in celebrations to mark the main Spanish and Moroccan festivals
• Films or cartoons showing the importance of non-discrimination.

Intermediate level:

The emphasis is on the following activities:

• Essay-writing on works of art, museums, culture.
• Essay-writing on the life of the community where they live and their place of birth.
• Acting out drama scenes with pupils of other nationalities, where each participant is asked to highlight a particular feature of their culture.
• Drawing exercises focusing on aspects of Arabic culture in Spain.
  Major Arab monuments and prominent Arab figures in Spain.
• Comparative tables showing the similarities and differences between Arab and Spanish cultures.
• Encouraging family participation in activities involving Arab customs and traditions.

Advanced level:

The emphasis is on the following activities:

• Exercises focusing on the culture of the various countries.
• Visit to an administrative organisation; comparison with similar organisations in the pupils’ country of origin.
• Exercises focusing on the system of government in various countries.
• Participation in joint activities.
• Historical map-drawing and research work.
• Comparative tables on aspects of the subjects addressed.

Pedagogical material and equipment used

The Teacher’s Practical Guide for the Moroccan staff teaching the Programme, setting out the linguistic, cultural and intercultural objectives. When preparing this handbook, consideration was given to the “Curricular blueprint for the Spanish education system” and the guide to teaching the Arabic language and Moroccan culture to Moroccan children living abroad.

APPRAISAL and evaluation.

A full evaluation of the Programme has yet to be conducted. The only information available at present concerns the impact of its application and the pupil evaluation.

According to information received from the teachers participating in the scheme, the outcome has been positive and encouraging, with the pupils concerned displaying greater awareness of their cultural identity in the host society.

The scheme has helped them to become actively involved in collective tasks and taught them to resolve conflict through dialogue, using the appropriate language. It has also helped pupils develop tolerance and respect for others, their ideas, beliefs and opinions.

It has helped pupils address certain social problems (intolerance, xenophobia, immigration).

Types and phases of pupil evaluation:

The main forms, types and phases of pupil evaluation are as follows:

Initial evaluation

This is carried out at the beginning of the school year to ascertain the pupil’s educational and family background, if they are new to the Programme.

It may include the following:

• Interview with the pupil’s family.
• Interview with the pupil and, if possible, with the previous teacher.

Summary evaluation

The purpose of this evaluation is to gather information at a particular point in time (teaching unit) and during the school year, to determine the degree of learning that has occurred.

The evaluation situates the pupil in relation to their learning within the group, class or level and gives them some idea of their progress to date.

Final evaluation

At the end of the year, the teacher draws on the data obtained and the results of the continuous assessment to make a general evaluation of each pupil’s progress, in order to decide whether they should proceed to the next stage. Consideration is given to the following criteria: degree of maturity and degree of attainment. At the end of term, the families are informed of the results achieved.

Suggestions

Role of the teacher:

The teacher has a key role in the planning stage and in teaching pupils the conceptual content, related to procedures and behaviour/attitudes. It is important that the curriculum be open-ended, so that the teacher can adapt their approach to the actual conditions in the school.

The teacher, then, is not just someone who passes on a new language or a new culture, the language and culture of the pupils’ parents and their country of origin, but rather someone who helps the pupils to develop a natural ability to communicate with people from their country of origin.

Educational support will be provided at two complementary levels:

• By creating the necessary conditions so that the pupil can create and develop their own learning strategies
• By steering the learning process in a particular direction, as set by the objectives.

In order to successfully accomplish both of these goals, the teacher must endeavour to:

• Plan activities that are appropriate to the level of development of each pupil, so that they feel capable of implementing them.

These activities should stimulate and motivate the group, avoiding monotony

• Create the right environment for receiving and assimilating new information, whilst giving value and meaning to the Arabic language and Moroccan culture.
• Present the themes in an appealing manner, using audiovisual media to make an impact and attract the pupils’ attention, the idea being to encourage the pupils to listen, correctly repeat what is said and, most importantly, understand both the words and the ideas.
• Communicate the objective of the activities, so that the pupils understand their relevance
• Help the pupil to take charge of their own learning process, by providing personalised support with the necessary flexibility in terms of planning and scheduling
• Establish some ground rules in the classroom and reiterate them if necessary. Keep both pupils and their families duly informed about the learning process
• Direct and moderate conversations, paying particular attention to time-keeping.

Educational material and equipment:

Teaching material and resources are a key factor in educational practice. It is very important, therefore, to make the right choice when deciding which material/equipment and resources to use for planning each level, according to the needs of each pupil.

The same attention should be given to the use and organisation of teaching material/equipment and resources to be used directly by the children themselves. This requires the teacher to lay down some rules about use and maintenance.

It is also important to involve the families, as far as possible, in order to facilitate and reinforce the learning process.

Contact details

MINISTERIO DE EDUCACIÓN Y CIENCIA (MINISTRY OF EDUCATION AND SCIENCE)

Dirección General de Educación, Formación Profesional e Innovación Educativa (Directorate General of Education, Vocational Training and Educational Innovation)

CENTRO DE INVESTIGACIÓN Y DOCUMENTACIÓN EDUCATIVA (CIDE) (CENTRE FOR EDUCATIONAL RESEARCH AND DOCUMENTATION)

Área de Programas de Innovación: (Innovation Programmes:)

C/. General Oraa, 55. E-28006 MADRID.

Tél: +34-91 745 94 12. Fax: +34-91 745 94 38. E-mail: cide@educ.mec.es