Innovation in Language Learning

The king Mohamed VI declared October 13, 2003 to be National Literacy Day and strongly supported the development of new strategies to battle illiteracy. Since this initiative, adult literacy programs have been increased and government ministries and local non-profit organizations have been increased (Yacine 2009). The Ministry of Education is the main provider of adult literacy programs like  “mahou al omiya” (Illiteracy) program. United Nations, Moroccan non-profit and non-governmental organizations like Education For All (EFA) also supported adult literacy programs. These programs are geared towards adults who were unable to attend school or complete their education, but women make up 83% of those benefiting from literacy programs. Majority of these women come from poor illiterate families and who did not have the financial resources to attend school or continue further their schooling (Oxenham, 2008). These programs teach women basic reading, writing, numeracy skills, social and civil rights knowledge, and income-generating labors. As a result of these adult programs and centers, the illiteracy level in Morocco has dropped from 43% in 2004 to around 30% in 2010 (Siham, 2011). Notwithstanding, there are still many adult Moroccans mainly women who still lack the basic literacy skills that are needed to engage in further learning opportunities. Agnaou (2004) states that among the causes of adult illiteracy among men and women is the socio-economic underdevelopment. She argues that since women suffer further marginalization because of cultural barriers and practices such as parents’ disapproval, traditional gender inequality, domestic duties and multiple social roles, and heavy demand of family life, they have higher rates of illiteracy (p.45).          

               In this presentation, I will first present adult literacy programs in Morocco and their mission followed by an investigation of various empirical studies conducted over several countries on adult literacy programs and their valuable outcomes. Then we will present a case study which examines how adult literacy education affects participants’ life. This study which involves women whose age varies between 18 to 60 years of old and who attend one of the adult illiteracy programs in Rabat will be conducted this March. A semi-structured interview will be used to collect the data. The four questions that will guide this study are: 

               1. What makes you participate in literacy program? 

               2. What courses do you find relevant to your  

               3. How does adult literacy education affect your life?

               4. What do you plan to do after the program?

The interviews will be recorded, transcribed, and analyzed qualitatively. Based on the findings of this study, recommendations for improvement of adult literacy programs and increasing their efficiency will be suggested. Courses and pedagogical strategies and methods to teach them will be offered to accommodate women’s needs.

Keywords: Special education; Language and sociey

References

[3]  Agnaou, Fatima. Gender, Literacy, and Empowerment in Morocco, Routlege, New York, 2004

[2] Oxenham, J. Effective literacy programs: options for policy makers. Paris, UNESCO, 2008

[3 ]Yacine Siham, Ali. Literacy on the rise in Morocco. Magharebia, Rabat, 26/10/11