ELT@lgeria
Our Network for Educators
Conference Keynotes: Change, Implementation and New Challenges in Education and Teaching
Souad Bouanati
Djamel Dehmas
Souad Bouanati is a middle school teacher of English language. She graduated from Djilali Lyabes University of Sidi Bel Abbes. She started working as a full-time teacher in 2016. She also worked as a part-time teacher in the department of human sciences / communication in 2017, then in the department of English at Djilali L'yabesUniversity of SBA in 2018. She went into training for ELT methodology and language development at "American University of Paris" Paris, France, in 2017. She attended numerous seminars about developing and fostering teaching-learning processes and participated actively in different conferences throughout the country. Souad Bouanati previously graduated in "Legal and Administrative Sciences", Ahmed Ben Bella University, Oran, in 2004. She also obtained a degree in "Child Psychology" in 2012. This latter helped her to adequately transmit and communicate the message to young learners.
Djamel Dehmas, a high school inspector of English, graduated from the University of Algiers. He Started teaching in 1983 and has been working as an inspector of English since 2009. He worked in different regions in Algeria including Blida, Tindouf, Algiers and Illizi. He has been working as a teacher at the ENS of Bouzareah from 1996 to 2015. He is a member of the Agreement Council at the INRE since 2015, and he has recently been appointed as a member of GSD. Djamel Dehmas has contributed greatly to the implementing many Algerian educational projects including curriculum design, training and in-service for teachers at all levels and currently responsible for training and supporting primary school teachers and evaluating both the textbooks and the ongoing process of the implementation of the English language teaching at a very early age ...
Talk: Educational Change: Challenges, Opportunities and Expectations
Talk: English in Algeria: The Great Expectations
Who is Samir Bounab?
Mr. Samir Bounab is a former teacher trainer at the Ministry of National Education (MoNE). Mr. Bounab graduated from the Teacher Training Institute of Medea in 1988. After graduation, he started working as a middle school teacher, and in 1990, he became a teacher trainer. Then, he joined the university and ‘Ecole Nationale Supérieure’ (ENS) where he got his BA with honors. Since then, Mr. Bounab has had a great experience in the field of education as he has been delivering workshops around the country. Mr. Bounab devotes all his time and energy supporting both experienced and novice teachers. He gained more and more experience when collaborating with the British Council experts and participating in the BRIDGE-iEARN Online Course Program that prepares educators from around the world to work with their students on global collaborative project-based learning. He also took part in FATE online and face to face program delivered to ENS teachers . Mr Samir Bounab took part in many national conferences about promoting teaching English in Algeria such as in Bouira National conferences in 2017 and 2018. He also participated in organizing the ELT Algeria conferences; the first one in Mostaghanem on "Teacher’s Professional Development” and the second one in Sassel Ain Temouchent on "Developing Methods and Innovation, the third one In Blida WAS ON “How to Make my Shy Learners Shine”
Workshop: How to Make my Learners Learn Better
Learning preferences are all about how your learners study and learn in better ways that reflect their interests and likes. Learners learn in different ways and have a style or a preference to help them acquire new skills, knowledge and remember things. Some teachers prefer the concept preference to learning styles so as not to classify a learner and impose a particular learning style. What suits one learner might not suit another? For example, if a group of people are learning using videos, some like listening and dramatization while the teacher acts. Others want to stand up and move performing the movements at the same time watching the teacher performing them. Talking about the best ways learners learn respecting their preferences and needs is like someone in real life situation where he or she may buy a laptop or smart TV. Does he or she get straight in and start using it? Does he or she read the instructions first, or does he or she call or ask for competent person to show him or her what to do? Or does he or she use the internet to watch a video on YouTube? That is a real life example of someone’s learning style or preference for learning. Teachers’ first primary concern is how to make things easier for their learners’ .They may opt for a particular methodology that they see it suits them or for a specific diversity while presenting their content, but this might not suit their learners. For example, if teachers prefer listening to a lecture, they certainly feel more comfortable lecturing their learners. That’s why teachers have to find out what their learners’ preferences are, and then they can adapt the delivery content that suits them. There are so many different ways of establishing and working out on learners’ styles or preferences; some teachers controvert other teachers or even misinterpret each other’s. Some teachers are in favor of a particular learners’ preference, but others are not. That is why in my workshop I will tackle with you the different ways or styles that our learners, especially in this digital age, are opting to make their learning easy and challenging.
Who is Noreddine Yaddaden?
Born in El Harrach, Algiers, Nourdine Yaddaden was a teacher in a middle school and secondary school. He’s been training teachers for years (TKT). Teaching became his passion. Through years, he took part in different activities and workshops with the British Council, Speak Up! Conferences (in Algiers 2011). International conferences in Algiers and Oran . He had a good experience with CSYN Chris Stevens Youth Network online courses
Workshop: The essential Skills of 21st Century (4Cs)
The Essential Skills of 21st Century Classroom (4Cs) 21st Century Learning demands exercising Higher-Order Thinking Skills in the process of both teaching and learning. Among the Higher order thinking skills (HOTS), Critical Thinking, Creative Thinking, Collaboration, and Communication (4Cs) are so essential and need to be included consistently on a daily basis. Students who were exposed to these 4Cs have proven their efficiency through mastery of the given content and problem-solving. Through my presentation I invite participants to see in a concrete way the importance of skills in learning and teaching. in the practical phase participants will see he effectiveness of using 21st century techniques : critical thinking skills, creativity, collaboration and communication. Groups work activity playing differentl roles using the 4 Cs skills. References and sources : http://www.nea.org/assets/docs/A-Guide-to-Four-Cs.pdf http://www.21stcenturyskills.org/. http://www.cisco.com/web/strategy/docs/education/Education
Who is El Houcine Fendou?
Fendou El Houcine is currently a certified English Teacher Trainer who has been teaching in middle school since 1992. He has also an experience in teaching English in primary and high schools from 1994 to 1998. He has a 120 h TEFL certificate from Tucoso Academy with collaboration of Canadian Academy. He delivered many workshops in local and national meetings as well as international webinars. He also attended many national workshops and conferences and international webinars as Cambridge Assessment English, PSG College of Technology and Cambridge University Press.
Workshop: Collaborative Learning Assessment
As far as Collaborative learning assessment is concerned, it is defined as an act in which pairs or small groups of students work together, allow learners to benefit from their peers’ knowledge and teacher feedback in the same activity. Learning to work collaboratively can be a challenge, but there are many ways to encourage students to collaborate in ways that can be assessed. However, best practices should be implemented to make Collaborative Assessment successful The workshop will attempt to get teachers to know the techniques available for assessing collaborative learning groups including: - Teachers observations during group work. - Group grading for projects. - Students grading each other. They should also know how to implement it in class because it is a key part of the learning process. The presentation will be divided into two parts, i.e. from theory to practice. During the workshop the attendees will split into groups. First, they will act as students then, as teachers or assessors.
Who is Boualem Ziane?
Mr Boualem Ziane is a retired teacher trainer from Algiers who taught English for 27 years in many public and private schools . He published many poems on many websites in USA and some Facebook pages here in Algeria and even abroad. He spent nearly 3 years in Chicago (USA) where he attended many workshops and learned a lot . He is here today to share expertise in the field of education and teaching.
Workshop: How to be a New You Teacher - How to Innovate in Order Not to Evaporate!
My presentation - a plenary session - is about “NewTeacher - How to Innovate in Order not to Evaporate! Teachers need to discover themselves first if they want to discover their learners. My presentation is 100 % practice. Teachers will learn how to discover their strengths and manage or minimize their weaknesses through well-planned activities in order to understand better their learners. Teachers will learn new motivating teaching skills that will drive their learners ‘crazy’ and let them enjoy every moment in the classroom. Learning styles and learning preferences questionnaires are key of success in teaching, and teachers are going to be surprised and impressed by what they will learn and discover! The presentation will be fully practical, equipped with handouts, new classroom techniques and strategies to reach every learner…
Who is Sara Rahmani?
Sara Rahmani is a middle school teacher since 2016. She got the Master Degree in English Literature and Civilization in 2018 from Ouargla University. She took part in national conferences and workshops like: ELT training workshop 2015 organized by AELTT, TechCamp 2015 World Learning, ELT 2022 Algeria Conference, and recently in July 2022 completed a Training Programme Course entitled " Innovation of English Language Pedagogy: Best Practices and Assessment which was organized by Institute of Teacher Education International Languages Campus- Kuala Lumpur.
Workshop: The Effect of Using Drama Activities to Promote Communication and Speaking Skills
Communication and interaction have always been considered as integral parts of the foreign language learning outcomes. Maley and Duff, 1982 reported that “the enjoyment comes from imaginative personal involvement helps to get rid of the diffidence and boredom that come from being forced to stay passive most of the time”. However, having motivated students interact confidently is a challenging task for most teachers. In this regard, drama activities such as miming, role-playing, story-telling or improvisation seem to offer valuable opportunities and effective techniques to enhance communication and speaking skills. The objective of this presentation is to examine the effect of drama activities and the integration of such activities in EFL classrooms.
The workshop will be divided into two parts. First, attendees are engaged in hands-on activities in a room with round tables to ensure interaction using drama materials and objects. They will explore different types of drama activities and how they function as a process rather than a product. Second, attendees through group work will take part in designing and presenting drama activities in order to show their creativity, involvement and dedication to the work.
As a wrap up, attendees are invited to provide their feedback and discuss how to implement these techniques in future occasions.
Co-Presentation
Who is Pr. Amina Belhandouz?
Who is Beya Ayed Himoud?
Pr. Amina Belhandouz is a medical English lecturer at the faculty of medicine in Bechar University, Algeria. She is the President of the pedagogical cell of newly recruited teachers and the President of univesity Deontology and Ethics. She is a Master NLP trainer, a health coach and life-long learner. She used to be a high school teacher for 15 years. She participated in many conferences in Algeria and around the world. Her philosophy: stick to your dream, persevere towards success with positivity and hope in mind!
BeyaAyedHimoud got her BA degree 1992 She graduated from the University of BadjiMokhtar, Annaba . She has been a high school teacher of English since 1993, and ateacher trainer since 2014. She participated in iEARN online course in 2018,A virtual program that connectedteachers and students from the MENA and the US. She led her students to an in-personlocalprojectexhibitionorganized by iEARN Algeria in Guelma. She participated in in ELT conferences as a co-presenter. She is a member of the ELTAlgeria conference organizing committee She is an active teacher-researcher concerning recent educational issues at local,national and international level.She is very interested inCPD. *iEARN : InternationalEducationandResourceNetwork
Workshop: How to Make Our Learners Critical Thinkers by Using The Six Thinking Hats!
The six thinking hats is a concept developed by Dr. Edouard de Bono. It has become popular in different fields. Among these, the educational circles.
In classroom, teachers might use this concept to teach critical thinking. It is a great way to break out the typical " teacher standing at the front of the classroom". It enhances the learners' engagement to express their view-points.
The concept proves to be a powerful method that develops critical thinking skills and spark innovation in class.
The workshop includes a variety of interactive tasks:
- brainstorming activities
- Group work activities
- Reflecting and debating
- Producing argumentative essays...
The key words: six hats - critical thinking - analysis - interpreting - innovation - interaction ...
Who Azzi Soundous?
Soundous Azzi, a Licence degree holder (1995) and a Master degree holder (2019) is a high school teacher since 1995 and a teacher trainer since 2016. Her work on critical thinking and reading comprehension activities in her research for Master degree, made her aware that critical thinking is not only about reflecting mindfully about an issue, but taking action and having certain attitudes as well. Soundous Azzi attended many national and international workshops and conferences as a participant or a speaker. During COVID 19 lockdown, she participated as a speaker in two interactive webinars with Global Bus Foundation Rabat, Morocco. Apart from teaching, she is an active member in two associations “ Les Volontaires de Blida” and “Groupe des Randonneurs Amateurs de la Ville Des Roses”. She volunteers in collecting bottle caps for people suffering from Xeroderma pigmentosum, reforestation, cleaning campaigns, visiting cancer services in hospitals with other volunteers. She is engaged in social and cultural activities. Soundous Azzi is influenced by three scholars; Malek Ben Nabi and his concept of civilization, John Dewey pragmatism and Driss Aberkane’s concept of mentoring rather than teaching.
Workshop: Thinking about Listening; The Use of Vandergrift et al Model of Metacognitive listening
People and pupils particularly face difficulties when listening to different accents of everyday speech, natural speed, complex language and/or unfamiliar topics such as those of culturally related matters. Vandergrift et al Model with its Planning, predicting stage, first verification, second verification, final verification, reflection stages offers a strategy of how to listen efficiently, how to reflect about this listening and how to use it in real life. This workshop includes a practical lesson of listening Comprehension using Vandergrift et al Model and ends in using this listening in a problem solving situation. The participants will interact and interpret each stage in practice and at the end they will reflect on the different possible uses of this listening in solving problems related to the community to which they belong.
Who is Mustapha Louznadji?
Mr. Mustapha Louznadji had many years of experience as a teacher of English at the secondary education before graduated Inspector of National Education. He has been coaching and supporting high school teachers since 1997. Since then he has had extensive and varied experience of language teaching; teacher-education and development, textbook-writer, exam paper designer and TEFL teacher. He has contributed seminars, pre-service teacher trainings and supervisor professional development, conferences as well as ELT journals. He has delivered many workshops around the world including the UK and Doha (iEARN Annual Conference of Qatar). He took part in the British Council conferences in the Maghreb including Marrakech, Morocco, Hammamet, Tunisia and the second international conference of the British Council in Oran as a speaker. He also participated in the MEPI and E3Link programs in Algeria and the e-teacher program of the University of Oregon on Critical Thinking. He was not only the founder and president of the Algerian association of teachers of English in the 1980’s, but also the founder of eltalgeria website.Then, he was actively engaged in iEARN@lgeria project pedagogy. He contributed to Chris and Stevens Youth Network (iEARN-USA) Online Courses as a facilitator. On July 18, 2016, he was elected a chairperson of TESOL Algeria Planning Team. After that, he was involved in the BRIDGE Program as an online coach with a group of teachers and students from the USA, the Middle East and North Africa. He contributed workshops in Winchester, USA during the IEARN Annual Conference of 2017. He is currently working as an educational consultant with the Cambridge English program and a freelancer as a representative of Alegra Learning (Utah, USA) in Algeria. In these last months, he has been actively engaged as a program manager in both FATE and YOUTHINK programs. He was granted the first Outstanding Achievement Award in 2009, nominated as a global teacher and listed among the teacher heroes in the My Hero Project.
Workshop: Assertiveness and Self-Confidence For Teachers
Change in the field of education and teaching might be a great challenge for teachers in their everyday practices and personal life. Among the lack of skills to be on the front, there is a lack of training, lack of reaching diverse learning styles, managing the workload and the school pressure, and sometimes feeling not ready for change implementation which can lead to resistance! Change may affect the teaching and learning process including the mental, intellectual and emotional factors that have a great impact on teachers’ behavior and personality inside and outside the classroom. One of the key components to change and new challenges could be in developing teachers’ assertiveness and self-confidence. Having these two skills –among others- combined, one may help place the challenges in perspectives. Assertiveness and self-confidence realize teacher’s strengths, steer clear of negativity, avoid fear of criticism, reinforce and reward positive behavior instead. It also helps teachers act as a role model, enhance their communication skills, practice mindfulness, stay aware and focused, and consider change and new challenges as parts of their noble profession. This workshop aims at developing teachers’ assertiveness and self-confidence. This will be achieved thanks to a number of tasks including brainstorming, anticipating, group work, quiz / questionnaire completion & results analysis and songs that boost teachers’ assertiveness and self-confidence skills…
Who is Saoud Ammar?
Saoud Ammar previously taught at Secondary and Middle school contexts for many years. He is currently teaching at the University of Eloued as MCA teacher. He holds a Magister and PhD degrees from the Univesity of Tlemcen. He has participated in many national and international conferences. I have run different workshops in English Language Teaching...
Workshop: Seven Research-Based Strategies to Ignite Students’ Learning for Maximum Achievement
Teaching in today’s schools is an intricate and challenging journey. In current competitive world, just having knowledge and understanding about facts and information is not enough to make long productive career. Research-based knowledge gives birth to innovative teaching strategies. Most importantly teachers are asked to replace the obsolete academic activities with a new based on research keeping abreast with the new activities on learning, innovation, and academic achievement. In this workshop, I cast light on the seven research-based strategies to reinvigorate students’ progress and performance to achieve desired objectives and outcomes.Theseseven strategies are aimed to increase students' learning. The seven strategies are delineated beneath as follows :1.Reach and teach: If you can’t reach them, you can’t teach them 2.Reflect: students’ progress is not a luxury; it is a necessity3. Recode: Self-generated material is better recalled 4.Reinforce: Feedback is vital to learning5.Rehearse: To get information into long-term memory, it must be rehearsed. 6. Review: Without review, most information will be lost from memory 7. Retrieve: Memory retrieval may be dependent on cues. In a nutshell this workshop offers a streamlined focus on the 7 instructional strategies proven to promote deep, meaningful, and lasting learning. Keywords:Academic Achievement, Feedback, Reflection,Students’ Progress,Teaching Strategies NB: My presentation will run in a form of an interactive workshop
Who is Nadia Bouaifel?
Nadia BOUAIFEL is a Middle School Inspector of English . She graduated from the Teachers’ Training Institute of Bejaia in 1990. In 2012 , she got her BA from the university of Mira Abderahmane , Bejaia and became a teacher trainer. In 2017, after a national contest , she joined the National Training Institute for inspectors in Tiaret and got her diploma with honnors in July 2018.
Workshop: The Use of The Mother Tongue In EFL classes.
The use of the mother tongue in the foreign language classroom has always been a matter of debate among teachers and specialists . This work is based on teachers’ experiences in class and researches of many educators .The main objective of this presentation is to ascertain how , to what extent and in which instances teachers can use L1. It explores the use of L1 in teaching and learning English in EFL classes, discusses the arguments for and against it , along with its advantages and disadvantages.It emphasizes on the importance of establishing the rules of using L1 in EFL classes. The presentation is planned in an interactive way using techniques like ‘Peeling The Fruit’ ‘Gallery walk’ ….to get the audience involved and take part in it.
Who is Dr. Souad Hamidi?
Dr. Souad Hamidi has been teaching English since 2008 in different institutions like high schools, private schools, the chamber of commerce and recently university. She got certificates in Business English, Magister in American British and Commonwealth Studies and now, she is working as a lecturer at the University of Tlemcen. Her main subject is American Civilization. Dr. Souad Hamidi took part in many studies days, workshops and conferences in Algeria as well as abroad, To name a few, in august 2010, Women to Women Conference-Boston/ Massachusetts- USA. On March 14, 2010, she attended the 1st National Workshop On Academic Writing; Challenges And Solutions. On December 5, 2018, she participated in a national study day on « New Trends in Teaching Foreign Languages; Learner-Centred Pedagogy ». On June 30, 2019, she attended a national conference on Gender, Language and Identity in Post Colonial Algeria (Women in Postcolonial Algeria). And on February 19, 2020, she attendedn a Doctoral Study Day « Doctorate Students’ Training Between Subject Discipline Specialization And Their Employability Challenges And Solutions- 19 (Writing A Dissertation, Who Is Afraid Of ?).
Workshop: Blended Learning; Issues and Benefits
Recently and mainly during Covid 19 era, Blended Learning has been applied in different schools and institutions to cope with the teaching situation during the pandemic and even after. The term Blended Learning (BL) refers to how online classes are provided in addition to traditional face-to-face ones. It has become a catchphrase- a buzzword for using ICT's in class. Teachers aim to make sure the students are engaged and active. However, it is highly challenging to teach online because of various factors such as the learners' lack of motivation, connectivity issues and internet glitches, interaction, ICT mastery,..etc. This study aims to shed light on both the potential successes and the pitfalls of Blended Learning. This learning and teaching strategy has its benefits, too, like the ability to study anywhere and anytime at your own pace as long as you have your device connected to the internet. Moreover, Blended Learning is an exceptional and flexible development strategy as it considers the learners' levels and needs, and thus it is more personalized. Blended Learning has enormous potential, but it is not an answer to education's woes eventhough it seems to be the next generation's choice. Keywords : Blended, ICT's, assessment, learning, strategy.
Who is Mohamed Taoudiat?
Mohamed Taoudiat graduated with a BA degree from the University of Abderrahmane Mira- Bejaia in 2007. Now, he is a middle school teacher trainer. He has been teaching English for 14 years as he has been training teachers, novice, in-service and experienced since 2014. He participated, attended and delivered many workshops and conferences in different parts of the country. He has organized many workshops, seminars and conferences to help teachers develop their skills and foster their competencies. Besides, He has taken part in many cultural exchange programmes like ACCESS and iEARN .
Workshop: Effective Use of Textbooks in English Language Teaching
Textbooks play a significant role in English Language Teaching and Learning by providing useful ready-made material to both teachers and learners. However, inappropriate use of textbooks may de-skill teachers and then tire learners. Teachers need to use teaching sources which reflect curriculum visions and missions and of course syllabus objectives but all in all taking into consideration the learners’ NIL (Needs, Interests and Level). In this workshop then , as it is designed for educator -training , I will try to make the two sides meet by showing the importance and impact of textbooks on teaching- learning process. A focus will be put on the fact that teaching should be textbook-based rather than textbook-led. Practical ways on how textbooks can be appropriately exploited through the process of evaluation, selection, adaptation and supplementation will be provided. Key words: Textbook / Curriculum / Reflect / Process / SARSing
Who is Khouloud Khelouiti?
Who is Safia Haichour?
Teacher Training School ( ENSB) graduate. Khouloud Khelouiti has been a teacher at Dramchini Middle School, zemmouri since 2021. She also a teacher at "Élite d'Or" private school in Dellys, Boumerdes. She is interested in technology and in everything related to teaching. She always look for new teaching trends and challenges to enhance her teaching skills. One of her concerns is supporting pupils in gaining quality education to be effective future citizens.
IHaichour Safia is a middle school English teacher graduated from Ecole Normale Supérieure ( ENS) Bouzareah of Algiers. She started teaching in 2021 at Si Abdellah Barbar middle school. She is also a teacher at " Bright Future " private school. She is a member of a charitable association which takes care of the family affairs since 2017, and lately joined the orphans' association. She participated in several competitions in the field of writing . She wrote a lot of poems and short stories in Arabic, and she wishes she could publish one of them. She is fond of teaching, that's why she is always looking for new strategies that help learners understand the foreign language through researches and books. She wants to be one of the successful teachers who leave their prints on students' learning... .
Whorkshop: Developing 21st Century Education
Education in the 21st century is more dynamic than ever. New breakthroughs in technology and the emergence of fresh approaches in pedagogy are perpetually transforming teaching. Opposite to the memorization and some old recitation practices to teach the students, now interactive methods and skills of teaching have been introduced. such as communication,collaboration, critical thinking, and creativity. The aim of the paper is to provide a methodological overview of the 21st century education framework and to contribute to improving the current pedagogical practice in teaching foreign languages in general by using the multiple intelligence theory . Besides the proposal of the framework with concrete aims and principles, interactive methods for teaching, such as the use of digital technologies, project work, learner-centered , Task-Based , Gamification and problem-based learning systems are presented in the paper . To sum up, The 21st century educator is there to create a proper learning environment, where all the learners are engaged in the learning process, and the teacher acts as a guide and facilitator. Last but not least, it is essential that educators share new learning activities locally and globally, supporting each other through the process. The attendees are going to be divided into three groups ( novice teachers / experienced teachers / learners) in which they work together to share information. We will balance activities between working in groups, discussions, questions /answers, telling stories, using videos and games in order to captive the attendees ' attention and make them felling like they all have been parts of our presentation.
Who is Affaf Korichi?
Miss. Afaf Korichi is a teacher trainer at the Institute of Professional Education and Training-Ouargla. She is in charge of pedagogical engineering. Miss Afaf is responsible for designing technical English handbooks for students. She has been teaching English since 2010. Miss Afaf, a master degree holder in Literature and Civilization, used to be a secondary school English teacher. Additionally, she is a part-time teacher at the University of Ouargla, Information and Communication Department. Miss Afaf has a great experience in the field of education. She is passionate about didactics and language teaching. Miss Afaf attended many national workshops and conferences.
Workshop:Using Games to Enrich EFL Students’ Vocabulary
The linguist, David Wilkins, stated that "without grammar, very little can be conveyed, and without vocabulary nothing can be conveyed". It is quite undeniable that in language learning, vocabulary plays an important role. It is one element that connects the four language skills. However, enriching students’ vocabulary has always been a great concern for EFL instructors. In this regard, it has been found that the gamification of language learning is a viable option to boost EFL students’ engagement and level up their vocabulary through interactive games. The integration of games in EFL class makes lessons more enjoyable to students and helps them recall vocabulary easily and naturally. This workshop will attempt to get teachers and educators to try the games, learn how to guide and monitor students during gameplay. This presentation will encourage more EFL teachers to incorporate games into classroom instruction to enhance students’ vocabulary. Teachers will be invited to work in pairs and groups. The presenter will design a myriad of activities for the attendees. At the end, a discussion would be carried out about the challenges related to using games and some remedies will be presented. Keywords: vocabulary, games, gamification, usage, efficiency, integration
Who is Mohammed Madi?
Mohammed Madi got his dgree from High institute of Bouzareah 1983/1985. He worked as a middle school teacher from 1980 to 1988. He taught in a high school from 1988 to 1994. He got his university diploma from Ougrla Department of English where he studied from 1994 to 1998. Back to the field of teaching to high school, he passed the contest of inspectorate in October 2008. Since then, he is an inspector of national education English. He attended the National workshops and seminars : Tizi ouzou Summer 1988, Algiers Hassiba's workshop in 2010, Blida's workshop in April 2011and Oran 2015, with the British Council led by Mr Louznadji. Then, he attended Hassiba's meetings in winter 2018 and with the British Council experts in 2019. During the pandemic , he participated in many national and international virtual meetings.
Teacher Relationship's Impact on their CPD
Teacher-teacher relationships involve honesty, trust, respect and open communication between teachers who work together for their CPD. This relationship creates a better learning experience. Teachers who collaborate have a great impact on their own performance and student achievement. In this workshop, I want to show the importance of teachers’ relationships on their CPD and the impact they have in their everyday classroom practices. So, effective teacher to teacher positive collaboration is vitally essential to success for all professionals in the field of education and teaching. The workshop includes a variety of scenarios on regular collaboration and team planning sessions which are extremely valuable. Engaging in these practices has a positive impact on teacher effectiveness, I believe!
Who Sarra Dennouni?
Who is Rostane Kheira?
DENNOUNI Sarra Meriem holds a PhD in linguistics and translation studies from University of Hassiba Ben Bouali of Chlef and university of Complutense de Madrid . Dr. DENNOUNI taught English for specific purposes ;Medical English /TOEFL preparation class for many years in CEIL oran. She Holds a master degree in translation studies from university of Oran in 2014 She prepared for CAMBRIDGE certificate CAE in the university of Complutense de Madrid. 2020. Dr. DENNOUNI attended many national and international conferences in New trends of teaching. Furthermore, she attended the ELT Conference from theory into Practice in the ELT classroom in Oran.
Kheira ROSTANE graduated with a BA degree from university of Abou Bekr Belkaid of Tlemcen in 2000 and honours degree in translation in 2013 from the same university. She holds a TESOL certificate from YES academy. Now, she is middle school principal teacher. She has been teaching English since 2013. She participated and attended many national and international conferences, workshops, seminars and webinars...
Workshop: Integrating Literacy Skills in Teaching
The 21st century experienced diverse and profound changes in education where technology took the lion share and researchers gained new understanding of the nature of learning and teaching approaches.( Beetham, Shape.2013). One of these approaches is implementing the literacy skills in educational systems. These core skills are developed to facilitate and enhance the learner’s acquisition and comprehension of any subject. The litearcy skills make the learner able to connect, explain and clearly distinguish the complexity of the world in which they are living. In this workshop, we attempt to elicit the imporatnce of involving the literacy skills in the teaching of English. Learners need to enagage with literacy in order to calrify the information flow they receive in their classroom activities. How do English learners use the the literacy skills in learnig a language ? what strategies do they use when watching a video in classroom ? Our workshop is designed for upper-intermediate learners. First, a preview task where attendees have to guess the facts. After that, the tacher Plays the entire video with the sound on, they watch and listen to the video in order to check their predictions from the previous exercise. Attendees reply to details questions activity. Attendees work alone to check their predictions and complete the task. We aim in this workshop to use the information literacy and specifically video activities to help learners focus on gist, then guiding them to identify important details and language . A combination between the two activities watching and speaking is also planned...
Who is Lebtahi Habiba?
Who is Sellam Naima?
Lebtahi Habiba ,38 years old, a Licence degree holder (2010) . -A teacher at the university “ 2010 – 2014” -A teacher at Saint Augustain private school “2015 - 2017” - A teacher at high school Since 2017. - She attended many national and international workshops and conferences in Algeria as a participant or a speaker . Rather pragmatic in her way of learning and teaching. Thanks to her El Feth High school has become a member of UNESCO, under her supervision of the "Green club".
Sellam Naima ,38 years old, a Licence degree holder (2010) . A teacher at high school Since 2017. She attended many national and international workshops and conferences in Algeria as a participant or a speaker . Rather pragmatic in her way of learning and teaching.
Workshop: Creative Games as a Way of Learning
Although games are used mostly for entertainment ,the use of games in education has very long history ,beginning with the creation of the first board games around 2200B.c. Games can engage the learner and make practicing English enjoyable . Games offer students many benefits ,including opportunities to develop social skills ,to learn coping strategies (it can be hard to lose ),and to keep their minds active. Game-based learning is an umbrella term that can describe many different ways to use games as a tool for education. Learning and teaching with games is nothing new, teachers have been using physical games, board games and card games in a range of subjects for years as a strategy to motivate students and make learning more approachable. Digital technologies, including virtual and augmented reality, allow teachers to bring even more engaging learning experiences into the classroom. In the workshop we will provide teachers with games in which they will explore the multiple uses of these games. Games can be used as a support tool to complement traditional teaching methods to improve the learning experience of the learners while also teaching other skills such as following rules, adaptation, problem solving, interaction, critical thinking skills, creativity, teamwork.
Who is Nawel Bengrait?
Nawel is a Senior Lecturer at the Department of English, University of Guelma, she has been teaching English for 11 years. She holds a PhD in Language Sciences, her work was centered on the use of signal analysis software for the teaching of English intonation. She is a researcher at the LabSTIC lab, Department of Computer Science, University of Guelma. She published number of papers dealing with the incorporation of computer programs in EFL classroom. She is a TESOL Certified Teacher, and International TEFL Teacher Trainer, she received her training with International TEFL Training Institute, New York, USA. Her fields of interest involve but not limited to: phonetics, grammar, didactics, CALL, and TEFL.
Workshop: Nursery songs videos towards Improving Young Learners English Listening Discrimination and Vocabulary Bank
Today's children accessibility to technologies as smartphones and tablets allow them to be exposed to multimedia materials delivered in English language. One of the most frequently watched videos are Nursery songs on YouTube. It is found that in various cultures, the mother tongue is introduced and practiced through songs in which language pronunciation and vocabulary are memorized in a fun and comfortable way. Therefore, this paper reports on the application of ESL video songs in enhancing young learners listening discrimination and vocabulary bank. The research comprises the exposure of 3 kids aged 7, 3, and 2 to a large number of educational video songs played on TV for a year and a half period. The findings reveal a progress at the level of vocabulary use and listening comprehension. The workshop will be a round table/group discussion preceded with a PowerPoint presentation. The audience will be engaged during the presentation and their feedback is valuable.
Who is Amina Djoghlal?
My name is Amina Djoghlal. I am the Local Manager of Instruction at Berlitz School in Algiers and Oran and I am an English teacher as well. I have been teaching English for 19 years. It is a job that I am still passionate about. In my current position I am in charge of recruiting and training teachers to teach in accordance with the Berlitz method. I graduated from the University of Boumerdes in 2005.I have a bachelor’s degree in English and I have worked as an English teacher in Transfast Languages center, the Military Institute and Berlitz school. I got a certification of a best teacher from the BILC organization in Canada when I was working at the Military institute in Rouiba. In addition,I have animated a TV program called Speak English for the Algerian channel 7. In my free time I like to hike and do farming!
Workshop: The Berlitz Method-A Learner-Centered Method
Teaching is a dynamic process of interaction between students and instructors. Traditional teaching has very often put the emphasis on the teaching rather than the learning process – the Berlitz method put our students in the driving seats of their own learning. Emphasis would be on the spoken word, with students learning to read and write only what they had already learned to say and understand. There would be no formal grammar instruction; instead, students would absorb a grammatical system naturally, by using it in conversation. What is the Berlitz Method goal: Our goal is to prepare our students for using the target language in real life situations, our lessons need to include a wide variety of activities where our students focus fully on getting their message across - on understanding and communicating freely. In the real world, they will have to work out the meaning of what they are hearing, follow changes in direction, respond, join in, develop and organize their own ideas, make suggestions, ask questions, etc. If we are talking about spoken communication, these skills will usually need to be used spontaneously. Body: A Berlitz Lesson Plan (the PPP Structure) Presentation Techniques: I will be introducing presentation techniques that help language instructors introduce new language items in context without the need to translate or explain and make them use them for the first time.( I can use some attendees as students to show them how it works). Grammar as a means of communication: Teaching grammar without explaining rules (Attendees can work in small groups to practice teaching grammar in context without explaining rules). Conclusion In the end, I will be answering any questions that attendees would have...
Who is Zoulikha Bouzouina?
Ms Zoulikha Bouzouina is a retired teacher trainer. She has been teaching English for 32 years both in public and private schools. She attended a great number of conferences around the country. She participated in many workshops as a Speaker. She has been mentoring novice teachers in the province where she lives. Her experience in the field of education has grown up thanks to her eagerness to learn and attendance at national events such as the British Council and ELT Algeria Conferences.
Teaching the Listening Skill Through Well-Balanced Steps
Listening is a receptive or passive skill. It is assuming greater and greater importance in a foreign language classrooms because it provides input for the learner, without understanding input at the right level, any learning cannot begin. I have chosen the listening skill to talk about the PDP frame and how to use different tasks to get learners respond in a realistic way, preparing them for what they are going to hear. Pre- listening stage or warm up exercise is used to encourage students to exchange ideas or opinions about the topic, brainstorming, games and guiding questions are included at this stage. While listening stage learners are asked to compare passage with pre- listening; prediction, to fill the blanks, repeat, tick off items, information transfer, to sequence, to search information, to match , to fill in the blanks… In this workshop, a variety of tasks are suggested to participants to be done in groups and discussed…
