34.478, Calls: Language Acquisition/Morocco

[The LINGUIST List]

LINGUIST List: Vol-34-478. Tue Feb 07 2023. ISSN: 1069 - 4875.

Subject: 34.478, Calls: Language Acquisition/Morocco

Moderator: Malgorzata E. Cavar, Francis Tyers (linguist at linguistlist.org)
Managing Editor: Lauren Perkins
Team: Helen Aristar-Dry, Steven Franks, Everett Green, Sarah Robinson,
      Joshua Sims, Jeremy Coburn, Daniel Swanson, Matthew Fort,
      Maria Lucero Guillen Puon, Billy Dickson
Jobs: jobs at linguistlist.org | Conferences: callconf at linguistlist.org | Pubs: pubs at linguistlist.org

Homepage: http://linguistlist.org

Hosted by Indiana University

Please support the LL editors and operation with a donation at:
           https://funddrive.linguistlist.org/donate/

Editor for this issue: Everett Green <everett at linguistlist.org>
================================================================


Date: Tue, 07 Feb 2023 02:04:53
From: Rachid Ed-dali [flshconference2023 at gmail.com]
Subject: The Problem of Learning in Morocco

 
Full Title: The Problem of Learning in Morocco 

Date: 03-May-2023 - 03-May-2023
Location: Cadi Ayyad University,  Faculty of Letters and Human Sciences, Marrakech, Morocco 
Contact Person: Rachid Ed-dali
Meeting Email: flshconference2023 at gmail.com

Linguistic Field(s): Language Acquisition 

Call Deadline: 19-Mar-2023 

Meeting Description:

Chomsky’s succinct observation about the nature of human knowledge is made
explicit in two intriguing problems that he termed Plato’s problem and
Orwell’s problem.   Plato’s problem seeks to explain how we can know so much
even when the evidence available to us is so scant. Orwell’s problem, on the
other hand,  is about why we know so little even when the evidence before our
eyes is so rich. In this conference the two problems overlap and diverge but
could ultimately be reduced to a single problem, that of learning. The
conference grows out of the above questions and sets out to investigate a
problem which has often been glossed over: the problem of learning/academic
performance.  To that end, the conference develops a nomadic perspective that
observes the problem of learning in Morocco from vantage theoretical and
empirical perspectives.  
In Morocco, the chronicles of the decades-long consecutive reforms to enhance
the quality of education have undergone “multiple births and baptisms”.  The
results, however, have been replete with doubt, contradictions, and
disparities in the sense that nothing is what it seems to be. A case in point
is the Moroccan Minister of Education recent alarm bell that up to 70% of
students in Morocco face challenges in mathematics, reading, and writing. 
These statistics have confirmed long-standing doubts on the success of the
various reforms adopted by different ministers and governments. Over the last
three decades, Moroccan students’ performance draws attention to their
average-to-poor academic performance.  This ranking is worrying and continues
to decline with the annual loss of significant points in mathematics and
languages. Notwithstanding the efforts invested in this regard, the poor
rating has not improved. Lately, the Ministry of National Education in Morocco
has turned to the Indian model of education, known as ‘Teaching at the Right
Level’ (TaRL), an evidence-backed educational approach that helps children
develop basic reading and mathematics skills, to improve and accelerate
learning. 
The problem of weak student learning/performance in Morocco is the major issue
that the conference aims at investigating.  This problem has often been
debated in light of various integrated and interrelated circles (e.g.,
infrastructure, pedagogy, culture).  The present conference, while recognizing
this, aims at isolating the problem of learning/performance and studying it on
its own.  
If answers to the problem of learning/performance are be answered at all, this
will call for the joint synergy of many scholars in a wide range of scientific
areas.


Call for Papers:

We invite proposals for presentations across disciplines on the problem of
learning; we accept proposals dealing with aspects of the problem of learning
in the Moroccan context.  We particularly welcome studies proposals using
quantitative and qualitative methods. The topics of interests include, but not
limited to the following:

- New or remodelled theoretical frameworks relevant to the problem of
learning, in particular with multi-methodological designs and advanced
statistical modelling.
- Interdisciplinary approaches to the problem of learning 
- Triangulation: combined use of international comparative  data and other
sources of data
- Emerging perspectives in linguistics, multilingualism,  and applied
linguistics perspectives on education quality. 
- The nature of the interface between conceptual and linguistic structure to
the study of the problem of learning 
IMPORTANT DATES
- Abstract submission deadline: March 19th 
- Notification of acceptance: April 3rd 
- Conference: May 3rd, 2023

CONFERENCE CONVENER
- Name: Pr. Ed-dali Rachid
- Tel: 0670099194
- Email: flshconference2023 at gmail.com   

VENUE 
Conference Room, Faculty of Letters and Human Sciences, Marrakech Rue
Amarchich, Marrakesh 40000
Conference Room




------------------------------------------------------------------------------

***************************    LINGUIST List Support    ***************************
 The 2019 Fund Drive is under way! Please visit https://funddrive.linguistlist.org
  to find out how to donate and check how your university, country or discipline
     ranks in the fund drive challenges. Or go directly to the donation site:
               https://iufoundation.fundly.com/the-linguist-list-2019

                        Let's make this a short fund drive!
                Please feel free to share the link to our campaign:
                    https://funddrive.linguistlist.org/donate/
 


----------------------------------------------------------
LINGUIST List: Vol-34-478	
----------------------------------------------------------