Al Akhawayn University in Ifrane - The Second International Conference on Education : "The Role of Literacy in Knowledge Acquisition"

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AUI President and the Indian Ambassador in Morocco planting a cedar tree in commemoration of the 152nd birth anniversary of Mahatma Gandhi & 75 years of Indian independence on October 2, 2021.

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The Arabic Language and Reading Center at Al Akhawayn University in Ifrane recently held its …
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The Second International Conference on Education : "The Role of Literacy in Knowledge Acquisition"

Hosted by: Center for Arabic and Literacy Education
The event will start on: 20 Dec 21 09:00
And will end on: 21 Dec 21 18:00
Location : Al Akhawayn University in Ifrane, Morocco

Call for Abstracts

Even though education is an opportunity with the potential to transform lives, the World Bank (El-Kogali and Krafft, 2019) reports four tensions holding back educational systems in the Middle East and North Africa. These are (1) heavy focus on credentials (diplomas, degrees) as opposed to skills, (2) over-emphasis on discipline, memorization, and passive learning, (3) heavy control often from central ministries, and (4) conformity to tradition. In sub-Saharan Africa, 17% of children, adolescents, and youth of the global total are not in schools (UNESCO, 2020). This number is increasing year after year due most likely to poverty but also to language, location, gender, and ethnicity. The World Bank (Bashir et al., 2018) recommends achieving universal basic education with quality, ensuring that teachers are well managed and supported, increasing, and targeting education financing to quality improvement and closing the institutional capacity gap preventing national education visions from translating to measurable student outcomes (Elmeski, 2021). 

Policymakers, pedagogy engineers, and learners around the world are increasingly concerned about the role of reading and writing in enhancing knowledge acquisition and skills development, and its importance in improving productivity, innovation, and social cohesion.

On one hand, research on reading and writing, (Fayol, 2008; Ehri, 2014; Fezjo, 2016; Collès, 2007; Griggs, Carol & Bange, 2002), must be viewed from research outcomes provided in fields such as linguistics, psychology, and neuroscience. The interactive and integrated scientific models have produced theoretical frameworks, empirical procedures, and best practices that support children reading and writing skills. On the other hand, the sanitary conditions have opened the door wide to creativity and innovation to provide learning opportunities using digital multimedia and new teaching practices and initiatives are taking place in the school arena.

In these contexts, the conference attempts to discuss the latest developments in teaching and learning reading and writing, by providing responses to important questions such as:

  • How to improve the quality of learning of reading and writing? What pedagogical approaches, cognitive references and best practices can be adopted to ensure a quality of learning?
  • What impact ICT might provide in the development of teaching and learning reading and writing online?
  • How to better assess reading and writing skills, as well as learning processes?
  • Which theoretical or cognitive trainings are needed to support the professors in the engineering of reading and writing lessons?
  • How to evaluate the use of ICT in learning without risking the quality of teaching?
  • How to improve the effectiveness of teachers during and post-COVID19, and what training and or coaching do they need to carry out these new approaches to teaching and delivery.

 

Conference Objectives

This conference seeks to:

  • Share the state-of-the-art research and studies carried out in various contexts of literacy education.
  • Discuss future research projects and potential institutional partnerships and scientific cooperation.
  • Provide training opportunities through research projects for students and teachers.
  • Disseminate the best practices and research results in teaching and learning reading and writing within researchers, practitioners, and decision makers community.

 

Conference themes

  • Strategies and approaches for teaching and learning Arabic reading and writing.
  • Parametric features of Arabic (and other languages).
  • Reading and writing learning difficulties and disorders.
  • Pedagogical engineering and teaching material development to reinforce reading and writing.
  • State-of-the-art in language educational contents and ICT.
  • Pre and in-service training in reading and writing.
  • Assessment of reading and writing skills.


The conference seeks to engage different researchers and institutions in enriching the debate on the teaching and learning of reading and writing, learning assessment, teacher trainings, and material development.

 

Keynote Speakers:

  • Kouider Mokhtari, University of Texas at Tyler. 
  • Elinor Sayegh Haddad, Bar Ilan University.

 

Languages of the conference

Arabic, French or English and the lecture slides are in English

 

Publication

The conference organizing committee is responsible for preparing a detailed report on the outcomes of the event and submitting it to the university administration.

The Center, under the supervision of the scientific conference committee, publishes peer reviewed articles in both Arabic and English.

 

The Editor's Notes

  • Word count: 4500 words (references and abstracts are not included)
  • Line spacing and paragraph spacing: 1.5
  • Font: Times New Roman (size font16 for Arabic text and size 12 for English text, A4: 21 * 29.7 cm)
  • Notes: Endnotes (end of article)
  • Citation style: APA
  • The final paper must include keywords and a summary in English, before January 31st, 2022 to a.chekayri@aui.ma

 

Scientific Committee

  • Abdellah Chekayri, Al Akhawayn University in Ifrane
  • Mostafa Bouanani, University of Sidi Mohamed Ben Abdallah, Fez.
  • Bernard Lété, University of Lyon 2 Lumière
  • Annella Vizjo, University of Quebec at Montreal
  • Elinor Sayegh Haddad, Bar Ilan University
  • Kouider Mokhtari, University of Texas at Tyler
  • Benaissa Zaghbouch, Qatar University
  • Meriem Sahli, Al Akhawayn University in Ifrane

 

Organizing Committee

  • Abdelkarim Marzouk, Al Akhawayn University in Ifrane
  • Abdellah Chekayri Akhawayn University in Ifrane
  • Mostafa Bouanani, University of Sidi Mohamed Ben Abdallah, Fez
  • Mohamed Bounajma, Al Akhawayn University in Ifrane
  • Fatma Mohamed, Al Akhawayn University in Ifrane
  • Meriem Sahli, Al Akhawayn University in Ifrane

 

Important dates

  • November 15, 2021: Sending a summary of the intervention in addition to a summary of the scientific biography (one paragraph).
  • End of November 2021: the response to accept or reject.
  • December 10, 2021: sending the final program to the participants.
  • December 10th-15th: Submit your PPT slides
  • December 20-21, 2021: Conference activities.