English Studies: Communication and Pedagogy

Research project

The impact of local culture in English language textbooks as a

pedagogical Item in teaching and learning process.
[OUARZAZATE AS A CASE STUDY]

Presented by:

ABDESSAMAD ELMACHTAM MOHAMMED ELAZZAOUI

ISNIFI ABDELGHANI

Mohamed Khattouch Professor, Polydisciplinaire de Ouarzazate Supervisor

Hanane Darhour Professeur, Facult Polydisciplinaire de Ouarzazate Head of department

Research project 1
 Table of content

I. Acknowledgment .................3
II. Abstract...............................4
III. Introduction...................5
IV. Literature review...................................................7
4.1 Need for language education ........ 7
4.2 what is a textbook .....7
4.3 types of textbooks .....8
4.4 the textbook and the curriculum ..10
4.5 the role/function of the textbook and its history ......11
4.6 advantages of textbooks ..12
4.7 the impact of the textbook on developing the four skills......15
4.8 Opposing Views on the Cultural Content of EFL textbooks ...... 17
V. Method and design.......18
5.1 Design .........................................................18
5.2 Participant .......18
5.3 Procedures...............................18
VI. Data-analysis. ......19
6.1 Questionnaire Data-analysis. ..19
6.2 Tests Data-analysis..25
VII. Discussion.......29
7.1 The negative impact of the overuse of the foreign culture in English textbooks29

7.2 The positive impact for enough integration of the local culture in English textbooks.30

7.3 Another view of obtaining an effective textbook. ...32

VIII. Conclusion................................33
IX. References34
X. Appendix..35

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 Acknowledgment

I would like to extend many thanks to many people, who so generously contributed to

the work presented in this thesis.

Special mention goes to our enthusiastic supervisor, Dr. Mohamed Khattouch. Our B.A

research paper has been an amazing experience and we thank Mohamed wholeheartedly. We

are also particularly indebted to Mr. Mohamed for his constant faith in our work.

We are also hugely appreciative to Dr. Hanane Darhour, especially for paving the way

by making the thesis clear for us.

Similar, profound gratitude goes to B.A Toufik Elgarb, who has been a truly dedicated mentor.

Also generously helping us by providing pieces of advice, assistance, and guidance.

We want also to acknowledge Dr. Othman Ait Ouarasse for his effort during the three

years of teaching, passion, positivity and patient.

Finally, but by no means least, we would like to thank our families for almost

unbelievable support. They played a fundamental role to make this paper successful. And we

dedicate this thesis to them.

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 Abstract

Using textbooks in EFL classroom as a pedagogical item is an essential tool that will

enhance students learning process.

The purpose of this research paper is to find answers to the following questions: Do the used

textbooks reflect students background? Does the integration of the local culture attract

students attention and increase the quality of learning English language? What is the effective

way to come up with an English textbook? Method, Ten EFL teachers from different juniors

and high schools participated in our research by answering to a survey questionnaire. Also one

hundred and ten students were participated; eighty were asked to set for a comprehension exam

and the other thirty were respond to some questionnaire.

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 III. Introduction:

First, we would like to start by pointing out to the importance of English language

nowadays, and how it becomes an important subject in our curricula.

English language becomes the most spoken language all over the world, due to its

importance, power and great value that English states have especially (USA and UK).

English is a global language for doing business. It is the indisputably primary language of

global trade and commerce. In many countries, most tourism authorities and other officials in

contact with the public speak English to interact and engage with tourists. In some industries,

such as the airline and shipping industries, it is the official standard language. Therefore, an

excellent command of English is required for key jobs, such as air traffic controller or ship

captain. In addition, it has emerged as a major language for finance and the stock markets

around the world. People wishing to do businesses globally need to have a good command of

spoken English. The ability to clearly write in it is also very important, as many forms of

business communication, from emails to presentations and marketing to important business

contracts, are written in English.(Bobanovic, Mirkovic, n.d., para.8) due to this fact, many

countries, if not all of them included English language in their school curriculum. Obviously,

this is the case in Morocco, which has integrated English in the educational system, and came

up with teachers and textbooks that serve this domain.

In fact, English textbook acts as curtail element that help both teachers and students to

meet certain mutual points in EFL classroom. They are the guides of activities practiced inside

the classroom, and the hooks that hunt students interests and attention. Therefore, they are the

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 backbone of teaching and learning process. Furthermore, these textbooks should contain certain

elements which can make students be familiar with their content.

The aim of this research paper is to find out if the used English textbooks are apt to act as pillars

that can draw students attention and motivate them to take part in establishing a new lesson.

The other goal is to discover the importance of integrating the local culture in English language

textbooks.

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 IV. Review of literature

4.1 Need for language education:

First, I would like to start by pointing out to the importance of English language

nowadays, and how it becomes an important subject in our curricula.

English language becomes the most spoken language all over the world, due to its

importance, power and great value that English states have especially (USA and UK).

English is a global language for doing business. It is the indisputably primary language of

global trade and commerce. In many countries, most tourism authorities and other officials in

contact with the public speak English to interact and engage with tourists. In some industries,

such as the airline and shipping industries, it is the official standard language. Therefore, an

excellent command of English is required for key jobs, such as air traffic controller or ship

captain. In addition, it has emerged as a major language for finance and the stock markets

around the world. People wishing to do businesses globally need to have a good command of

spoken English. The ability to clearly write in it is also very important, as many forms of

business communication, from emails to presentations and marketing to important business

contracts, are written in English.(Bobanovic, Mirkovic, n.d., para.8) due to this fact, many

countries, if not all of them included English language in their school curriculum. Obviously,

this is the case in Morocco, which has integrated English in the educational system, and came

up with teachers and textbooks that serve this domain.

4.2 what is a textbook:

Textbook is not just a book used in schools. Rather, it is a book that has been consciously

designed and organized to serve the ends of schooling.(David, n.d., para.3) for him, textbooks

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 are books that follows certain strategies and plans to serve specific purposes at the end of

schooling. According to (Shannon, 2010) textbooks are a container that gathers commodities,

politics and culture, which determines how and by whom they will be produced, how and by

whom their subjects will be chosen and selected, how and by whom they will be distributed and

how teachers and students will make use of them. (Hutchinson, Torres, 1994) claimed that

textbooks are the most useful means that provide the plan of teaching learning system and clear

outline, which guides both teachers and students. In addition, textbooks bring real life into

classroom in the form of texts, activities, explanations...another definition given is textbook is

a book used in schools, colleges, and universities as a standard work for instruction on a

particular course or subject. Traditionally textbooks are only published in printed format.

However, many publishers are allowing textbooks to be made available as electronic books or

(e-books). (Seguin, 1989, P. 31) give another definition saying a textbook is made up of written

words: (and often illustrations) and of understanding what they mean. It is important that the

author be able to evaluate the level of comprehension, because it is on this that the worth of the

textbook as a teaching and learning tool will depend. Evaluating this level of comprehension

concerns mainly vocabulary, phrases, their construction, their length, punctuation, and style of

writing. According to him textbooks are in written forms and they must be evaluated and goes

hand in hand with the level of learners.in the other hand (Lebrun, Lenoir, Laforest, Larose, Roy,

Spallanzani and Pearson, 2002.

4.3 Types of textbooks:

Textbooks are provided in many forms and types and it is up to teacher, schools or ministries

of education to choose the one that will work better and suits the target learners.

Core series: This is a sequence of books, usually from beginning through high-

intermediate or advanced levels that sometimes includes a literacy level as well. The four skills

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 (listening, speaking, reading, and writing) are integrated, although according to Betsy Parrish,

many series put a stronger emphasis on listening and speaking skills development and have a

life-skills focus. (2004, p. 25). The books include life-skills competencies, grammar and

language functions, vocabulary, and often, American social and cultural information. Many

series include many components (such as audiovisual elements, teacher materials, Web-based

assistance, and assessment options). Most core series try to relate in some way to standardized

assessments, national, state, and other standards.

Integrated-skills texts: These books also provide practice in the four skills, but they are single

texts rather than being part of a leveled core series.

Grammar texts: Some books are core grammar series (going from beginning to advance) and

include both presentation and practice for learners. Others are reference books not typically

used as student texts, but useful for both teachers and learners as specific questions arise.

Skill-specific texts: These books focus on one particular skill, such as listening, reading,

speaking, vocabulary, or pronunciation.

Literacy texts: Some books and other materials are designed specifically for learners who have

had limited formal education (usually six or fewer years).

Content-based texts: These books are focused on specific subject areas such as civics or

citizenship, job-related topics, or academic preparation.

Dictionaries: Picture dictionaries for beginning levels and a range of English-only dictionaries

(from limited, with simple definitions to high advanced) for other levels can be useful for

learners both in and outside of class.(Terrill, MCAEL staff, Ritchie and Glass, n.d., para.

According to Grant there are two types of textbooks traditional textbooks and communicative

textbooks; Traditional textbook is a type of book that wants the students to learn the language

as a system and after that they should be able to use the language. On one hand, this type of

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 textbook is a great help for teachers because they are easy to use but on the other hand, there

may be a problem at the end of the students studies when he or she can manage grammar but

cannot communicate. They rather focus on reading and writing activities and are very common

at schools (Grant, 13) (Madiov, 2013, P. 18) Communicative textbooks In comparison

with traditional textbooks, communicative textbooks emphasize the communicative functions

of language, not just the forms, skills in using language, focuses on pupils interests, encourage

work in groups and furthermore emphasize fluency, not only accuracy. Simply, this type of

textbooks prepares children to use their language knowledge in a real life. (Grant, 14)

(Madiov, 2013, P. 18).

4.4 the textbook and the curriculum:

Before talking about the relationship between the textbook and the curriculum, it will be healthy

to give a quick definition of curriculum.

According to (National council of educational research and training, 2006, p.5)

Curriculum Framework: A plan that interprets educational aims vis-a-vis both individual and

society, to arrive at an understanding of the kinds of learning experiences school must provide

to children. From this, we can say that curriculum is a procedure of many steps that must be

taken to link the society with the individuals inside the education system. (National council of

educational research and training, 2006) also claimed that curriculum is considered as

conceptual structure for decision making rather than details that should be done inside the

classroom.

After giving the definition of curriculum, I am going to stop at a question that impose

itself, which is what is the relationship between curriculum and textbook?

Many people think that the curriculum is another synonym of the textbook, but this is

wrong. Textbook is just an element in the entire curriculum. Yet, it is considered as the most

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 important element due to many reasons one of them is, it connects the teacher with his/her

students and the students with the knowledge what is more is that textbook helps the teacher to

find suitable methods of teaching. According to (National council of educational research and

training, 2006, p. 5, 6) Curriculum is perhaps, best thought of as that set of planned activities

which are designed to implement a particular educational aim- set of such aims - in terms of the

content of what is to be taught and the knowledge, skills and attitudes which are to be

deliberately fostered, together with statements of criteria for selection of content, and choices

in methods, materials and evaluation. Therefore, curriculum is about content, choices in

methods, materials and evaluation. Moreover, (National council of educational research and

training, 2006, p. 8) ... the textbook thus becomes a part of this package and not the only

teaching learning material. To make it clearer, (Cheng, Hung and Chieh, 2011, p. 92) say

Textbooks remain a staple within school curricula worldwide.

4.5 the role/function of the textbook and its history:

The history of textbook:

The textbook appeared in the era of Greeks they were first to use it to serve education

The ancient Greeks wrote texts intended for education. The modern textbook has its

roots in the standardization made possible by the printing press. Johannes Gutenberg himself

may have printed editions of Ars Minor, a schoolbook on Latin grammar by Aelius Donatus.

Early textbooks were used by tutors and teachers, who used the books as instructional aids (e.g.,

alphabet books), as well as individuals who taught themselves. The Greek philosopher Socrates

(469-399 B.C.) lamented the loss of knowledge because the media of transmission were

changing. Before the invention of the Greek alphabet 2,500 years ago, knowledge and stories

were recited aloud, much like Homer's epic poem The Odyssey. The new technology of writing

meant stories no longer needed to be memorized, a development Socrates feared would weaken

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 the Greeks' mental capacities for memorizing and retelling. (Paradoxically, we know about

Socrates' concerns only because they were written down by his student Plato in his famous

Dialogues.)The next revolution for books came with the 15th-century invention of printing with

changeable type. The invention is attributed to German metal smith Johannes Gutenberg, who

cast type in molds using a melted metal alloy and constructed a wooden-screw printing press to

transfer the image onto paper.

Gutenberg's first and only large-scale printing effort was the now iconic Gutenberg Bible in the

1450s a Latin translation from the Hebrew Old Testament and the Greek New Testament.

Gutenberg's invention made mass production of texts possible for the first time. Although the

Gutenberg Bible itself was stratospherically expensive, printed books began to spread widely

over European trade routes during the next 50 years, and by the 16th century, printed books had

become more widely accessible and less costly. Compulsory education and the subsequent

growth of schooling in Europe led to the printing of many standardized texts for children.

Textbooks have become the primary teaching instrument for most children since the 19th

century. Two textbooks of historical significance in United States schooling were the 18th

century New England Primer and the 19th century McGuffey Readers. Technological advances

change the way people interact with textbooks. Online and digital materials are making it

increasingly easy for students to access materials other than the traditional print textbook.

Students now have access to electronic and PDF books, online tutoring systems and video

lectures.(Wikipedia)

4.6 the role/function of textbook:

Textbooks are considered as a controller of what to be taught and how to be taught.

Textbooks also help students to catch up missed lessons and prepare for the lessons at home as

(Robert, n.d., p. 106) illustrates ... the second basic reason for using the particular textbook we

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 had chosen was that the book made it possible for learners who, for various reasons, had missed

lessons to catch up. They also made it possible for the class to prepare in advance for lessons.

I can add that textbooks help teachers as well to prepare in advance. In the other hand, (Seguin,

1989) Gave three main roles for the text book which are: information role, structuring and

organizing learning role, and role of guiding learning.

Information role:

presentation of a selection of items of knowledge about a specific subject and on a specific

theme, taking into account that the acquisition of knowledge should be progressive and

sequenced according to succeeding years of scholarity and bearing in mind that curricula must

not be overloaded.

Structuring and organizing learning role:

The textbook suggests a progression in the learning process ordered in successive chunks of

teaching units. It offers several possibilities for the organization of learning.

Role of guiding learning:

To guide the learner in his perception and understanding of the outside world, in putting

together knowledge acquired from sources other than the curriculum, in mastering what he has

learned. Fuller (1928) added that the textbook is the most vital of the teachers tools in defining

the subject matter of the learners experience; it is more conclusive in everyday dealings than

is the course of study outlined by the school system and in determining teaching procedures. In

fact, textbooks used by students and teachers are the actual course of study and manual of

teaching.

In the same concern, (Abdelwahab, 2013) claims that textbooks play a prominent role in the

teaching and learning procedure because they are the primary agents of conveying knowledge

to pupils. Besides, one of the basic functions of textbooks is to make the existed knowledge

Research project 13
 available and apparent to the learners in a carefully chosen, easy and well-planned way.

According to (Cheng, Hung and Chien, 2011.) the function of the textbook is to include relevant

content and to take into consideration the linguistic and the cultural variety of the learners. In

addition, textbook should include the culture of the pupils in texts and pictures used to connect

learners with their outside society and environment.

Advantages of textbooks:

Textbooks work as facilitators and beneficial tools that make the planning of courses easy

especially for beginner teachers, thanks to the fact that they are carefully represented in details,

and they provide organized units of work. In other words, they follow a chronological order in

providing knowledge. Besides, good textbooks are excellent teaching aids, they are sources for

both teachers and students (textbook: Advantages and Disadvantages, n.d.). Moreover,

(Richards, n.d., p.1, 2) states some advantages of textbooks, which are:

1) They provide structure and syllabus for a program:

Without textbooks, a program may have no central core and learners may not receive a

syllabus that has been systematically planned and developed.

2) They help standardize instruction:

The use of a textbook in a program can ensure that students in different classes receive

similar content and therefor, can be tasted in the same way.

3) They maintain quality:

If a well-developed textbook is used, students are exposed to materials that have been

tried and tested, that are based on sound learning principled, and that are paced

appropriately.

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 4) They provide a variety of learning resources:

Textbooks are often accompanied by workbooks, CDs and cassettes, videos, CD ROMS

and comprehensive teaching guides, providing a rich and varied resource for teachers and

learners.

5) They are efficient:

They save teachers time, enabling teachers to devote time to teaching rather than

materials production.

6) They can provide effective language models and input:

Textbooks can provide support for teachers whose first language is not English, and

who man not be able to generate accurate language input on their own.

7) They can train teachers:

If teachers have limited teaching experience, a textbook together with the teachers

manual can serve as a medium of initial teacher training.

8) They are visually appealing:

Commercial textbooks usually have high standards of design and production and hence

are appealing to learners and teachers.

4.7 the impact of the textbook on developing the four skills:

When we talk about English textbook or any language textbook we have to bear in mind that

they should support and work on developing the four skills (reading, writing, listening and

speaking). However, it is not enough to integrate them in textbook, they should be planned and

well organized, receptive skills first then productive ones.

Listening: listening plays an important role in understanding what others say especially teacher

and native speakers of the language that is what makes it important to have supplementary

materials (CDs, cassettes and videos...) within a textbook (Harmed 96). In the same hand,

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 Speaking: speaking is always done by communication activities and role-plays inside the

classroom. Still, the teacher does most of speaking. What is more is that most of the textbooks

do not contain many activities that stimulate speaking for students the reason why a huge

number of students have difficulties in expressing and speaking using the target language

(Grant, 34).

Reading: when deciding whether to use authentic material or not, students level of English

should be the criteria. They might not understand an article from The Times but they should be

Familiar with menus, timetables, basic instructions etc. (Harmer, 68-69).

Purposes for reading texts reflected in textbooks Developing-reading skills and strategies

Presenting/recycling grammar items Extending vocabulary providing models for writing

Giving information of interests to students Stimulating oral work (Choosing your course book,

73)

Writing: A realistic attitude about writing must build on the idea that writing is a skill, not a

natural gift. It is a skill like driving, typing, or cooking.

What is meant by Culture?

The term culture as the Collins English Dictionary and Thesaurus defines it, refers to the total

of the inherited ideas, beliefs, values, and knowledge, which constitute the shared basis of social

action. This system is acquired socially and organized in our minds in culture specific ways

forming a framework, which largely determines the way we perceive and define the world

around us (Alptekin, 1993).

Culture has many definitions, and it affects everything people do in their society because of

their ideas, values, attitudes, and normative or expected patterns of behaviour. Culture is not

genetically inherited, and cannot exist on its own, but is always shared by members of a society

(Hall 1976, p. 16). Hofstede (1980, pp. 21-23) defines culture as the collective programming of

Research project 16
 the mind which distinguishes the members of one group from another, which is passed from

generation to generation, it is changing all the time because each generation adds something of its

own before passing it on. It is usual that ones culture is taken for granted and assumed to be correct

because it is the only one, or at least the first, to be learned.

Culture is a complex concept, and no single definition of it has achieved consensus in the

literature. So, out of the many possible definitions examined, the following definition guides this

study: culture is a set of shared and enduring meaning, values, and beliefs that characterize national,

ethnic, or other groups and orient their behavior (Mulholland 1991).

4.8 Opposing Views on the Cultural Content of EFL textbooks

In the literature, one can find two widely spread and opposing views regarding the relationship

between culture and ELT. These are the following:

Culture and language are inseparable, therefore, English cannot be taught without its

culture (or, given the geographical position of English, cultures).

English teaching should be carried out independently of its cultural context. Instead,

contexts familiar to the students should be used.

It is important to note that both views support the inclusion of cultural elements in the

English language course. The second statement, as well as the first one, assumes that

language cannot be separated from the larger contexts in which it is used, and that these

contexts are determined, among other variables, by the cultural background of the

participants. The question, then, is not whether to include cultural elements in the teaching

of English. Actually, the question is which culture or cultures should receive focus and how

this should be done.

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 V. Method:

A Qualitative research is adopted in our research paper because it is based on the

measurement of quantity or amount. It is applicable to phenomena that can be expressed in

terms of quality. Moreover, this research method is designed to find out how people feel or

what they think about a particular subject.

5.1 Design:

This research aims to discuss the importance of the local culture in English textbooks,

its positive impact on students performance and achievement, and to what extent students are

negatively affected by the imposed textbooks through implementing two techniques. The first

one was questionnaire for both students and teachers from different schools around Ouarzazate

area, and the second one was comprehension tests.

5.2 Participant:

The data collection of this research was based specifically on both genders from third

grade, common core, and first and second year baccalaureate. The participant were from (Imam

Malik, Abi-baker Essidik, Mohammed VI High schools and Kady-Ayad secondary school). The

total number of participant concerning questionnaire were 40; 30 students and 10 teachers.

Whereas, the total number of participant concerning the comprehension tests were 80 students;

20 students from each level.

5.3 Procedures:

This research data collection is based on questionnaires, in which students and teachers

were asked to complete the YES/NO questions. Furthermore, students were required to set for

a comprehension test that contained tow texts, in which every signal student would be tested on

both local and foreign culture so as to determine his/her achievement on both tests.

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 VI. Data-analysis:

6.1 Questionnaire data-analysis

Questionnaire: teachers.
Students and foreign culture.
Yes % No %

1 Does the used textbook reflect sufficiently students cultural background? 0 0% 10 100%

2 Do students interact effectively while dealing with elements related to the 2 20% 8 80%
foreign culture?

3 Is there an over use of the foreign culture in the textbook? 10 100 0 0%

%

4 Do the majority of students understand the lesson well when it is represented 1 10% 9 90%
through the foreign culture?

Students and foreign culture

100% 100%
100% 90%
90% 80%
80%
70%
60%
50%
40%
30% 20%
20% 10%
10% 0% 0%
0%
Question 1 Question 2 Question 3 Question 4

Yes No

As it is shown on the graph, the majority of teachers are not satisfied with the imposed
textbooks. Because, 80% of them agreed that the mainstream of students are facing difficulties
to interact effectively while dealing with elements related to the foreign culture. As well as
100% of these teachers, approved that foreign culture is profusely used. Moreover, 90% of
Teachers said that students are struggling to understand the lessons when it is represented
through the foreign culture.

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 Students and local culture.
Yes % No %

1 Is there enough representation of Moroccan famous personalities? 0 0% 10 100%

2 Do the listening and reading passages touch students real life? 0 0% 10 100%

3 Do the pictures reflect students cultural and religious background? 0 0% 10 100%

4 Do the used pictures reflect students environment (cities, landscapes and monuments)? 0 0% 10 100%

5 Do you facilitate some items avoiding the foreign culture and replacing it with the local 9 90% 1 10%
one?

6 Is there enough use of the local culture in the imposed textbooks 3 30% 7 70%

7 Do majority of students understand the lesson well when it is represented through the local culture? 10 100% 0 0%

Students and local culture

100% 100% 100% 100% 100%
100% 90%
90%
80% 70%
70%
60%
50%
40% 30%
30%
20% 10%
10% 0% 0% 0% 0% 0%
0%
Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Question 7

Yes No

The graph indicates to what extent the local culture is represented in the used textbooks.
These last, do not reflect pupils culture and background. Having a look at the graph shows that
100% of teachers agreed that the used textbooks are not including enough Moroccan
personalities, cultural and religious background, environment and they are not touching their
real life as well. Furthermore, 90% of teachers explain aspects avoiding the foreign culture and
replacing it with the local one. Because, there is no enough use of the local culture in the
imposed textbooks and the proof is that 70% of teachers approved that, and 100% of them reach
a decision which is students understand the lesson when it is delivered through the local culture.

Research project 20
 The need of alternative textbooks.
Yes % No %

1 Is it important to have Moroccan culture more than foreign one in English 8 80% 2 20%
textbook?

2 Do you prefer pictures that present students culture and beliefs? 10 100% 0 0%

3 Do you prefer characters, issues and famous personalities which are related to 10 100% 0 0%
students culture?

4 Would you like to be a part in designing English textbooks? 8 80% 2 20%

5 Supposing that you are a member of textbooks designers, are you going to focus on 10 100% 0 0%
local culture more than the foreign one?

The need of alternative textbooks

100% 100% 100%
100%
90% 80% 80%
80%
70%
60%
50%
40%
30% 20% 20%
20%
10% 0% 0% 0%
0%
Question 1 Question 2 Question 3 Question 4 Question 5

Yes No

As it is illustrated in the data, teachers are ready to welcome the idea of taking part in
designing English textbooks. A large sample of teachers prefer to include Moroccan culture in
the schoolbooks. Besides, 80% of teachers would like to be members as textbooks designers.
As well as, 100% of these teachers are willing to give more importance to the local culture more
than the foreign one.

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 Questionnaire: students
Students and foreign culture.
Yes % No %

1 Do the used textbook reflect sufficiently your cultural background? 0 0% 30 100%

2 Do you interact effectively while dealing with elements related to the 0 0% 30 100%
foreign culture?

3 Is there an over use of the foreign culture in the textbook? 30 100% 0 0%

4 Do you understand the lesson well when it is represented through the 9 30% 21 70%
foreign culture?

5 Are you concerned with the foreign culture represented in the textbook? 6 20% 24 80%

6 Are you concerned with getting good marks in English language as a one 30 100% 0 0%
of school subjects?

Students and foreign culture

100% 100% 100% 100%
100%
90% 80%
80% 70%
70%
60%
50%
40% 30%
30% 20%
20%
10% 0% 0% 0% 0%
0%
Question 1 Question 2 Question 3 Question 4 Question 5 Question 6

Yes No

The textbooks do not represent adequately the students cultural background. Instead, the total

of the sample agreed that the textbooks between hands are over using the foreign culture. Besides, the results

show that students do not act successfully when it comes to the foreign culture. In fact, 70% of students expressed

that they dont understand courses well when it is represented from the foreign culture perspective. What is more

is that students are concerned with getting good grades more than being introduced to the foreign culture.

Research project 22
 Students and local culture.
Yes % No %

1 Is there enough representation of Moroccan famous personalities? 0 0% 30 100%

2 Do the listening and reading passages touch your real life? 0 0% 30 100%

3 Do the pictures reflect your culture and religious background? 0 0% 30 100%

4 Do the used pictures reflect your environment (cities, landscapes and monuments)? 3 10% 27 90%

5 Does your teacher facilitates some items for you as a student avoiding the foreign 27 90% 3 10%
culture and replacing it with the local one?

6 Is there enough use of the local culture in the imposed textbook? 0 0% 30 100%

7 Do you understand the lesson well when it is represented through the local culture? 0 0% 30 100%

Students and local culture

100% 100% 100% 100% 100%
100% 90% 90%
90%
80%
70%
60%
50%
40%
30%
20% 10% 10%
10% 0% 0% 0% 0% 0%
0%
Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Question 7

Yes No

100% of students ensure that there is no enough representation of Moroccan famous

personalities. 100% of them confirmed that the listening and reading passages do not touch their real
life. Furthermore, 100% agreed that the pictures in the textbooks do not reflect their culture and religious
background. Additionally, 90% declared the pictures do not reflect their environment. The results also show
that 90% of teacher facilitates some items for their students avoiding the foreign culture and switching it with the
local culture. It is clear that 100% of student understand the lesson well when it is represented from the local
culture perspective.

Research project 23
 The need of alternative textbooks.
Yes % No %

1 Is it important to have Moroccan culture more than the foreign culture in the English 27 90% 3 10%
textbook?

2 Do you prefer pictures that present your culture? 30 100% 0 0%

3 Do you prefer characters, issues and famous personalities which are related to your 30 100% 0 0%
culture?

4 Would you like to have representative students who take part in designing English 30 100% 0 0%
textbooks?

5 Supposing that you are a member of textbooks designers, are you going to focus on 30 100% 0 0%
local culture more than the foreign one?

The need of alternative textbooks

100% 100% 100% 100%
100% 90%
90%
80%
70%
60%
50%
40%
30%
20% 10%
10% 0% 0% 0% 0%%
0%
Question 1 Question 2 Question 3 Question 4 Question 5

Yes No

90% of students agreed that, it is important to have Moroccan culture more than the foreign

culture in the English textbooks. 100% prefer pictures, characters, issues and famous personalities which

are related to their background. Moreover, 100% are ready to have representative students who take part

in designing English textbooks. The same percentage will focus on local culture more than the foreign

one if they have a chance to be a member of textbooks designers.

Research project 24
 6.2 Tests Data-analysis:

Level: 3rd grade level (juniors)

Text one scores: Foreign culture
Text tow scores: Local culture
The test includes 9 comprehension questions. Each question scored 1pts.

Number of students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Text 1 scores 3 5 4 6 4 3 5 5 3 6 4 5 3 7 5 4 4 6 7 8
Text 2 scores 7 6 8 9 7 5 8 6 5 9 7 8 5 9 7 6 7 8 9 9

Text 1 scores Text 2 scores

10

6
Scores

0
0 5 10 15 20 25
Students

Research project 25
 Common core level

Text one scores: Foreign culture

Text tow scores: Local culture
The test includes 9 comprehension questions. Each question scored 1pts.

Number of students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Text 1 scores 5 4 9 4 5 6 2 3 5 4 4 4 3 6 2 5 4 5 6 4
Text 2 scores 6 5 7 5 5 6 8 6 6 5 9 8 5 9 4 6 7 6 7 9

Text 1 scores Text 2 scores

10

6
Scores

0
0 5 10 15 20 25
Students

Research project 26
 First year baccalaureate level

Text one scores: Foreign culture

Text tow scores: Local culture
The test includes 10 comprehension questions. Each question scored 1pts.

Number of students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Text 1 scores 8 4 6 6 4 4 5 5 4 5 4 6 4 3 5 2 3 4 5 6

Text 2 scores 9 10 7 8 6 5 10 7 6 5 8 9 7 7 6 6 5 8 7 8

Text 1 scores Text 2 scores

12

10

8
Scores

0
0 5 10 15 20 25
Students

Research project 27
 Second year baccalaureate level

Text one scores: Foreign culture

Text tow scores: Local culture
The test includes 10 comprehension questions. Each question scored 1pts.

Number of students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Text 1 scores 1 3 4 6 3 2 7 8 4 9 2 5 3 6 5 3 5 6 4 6
Text 2 scores 4 6 8 9 7 4 10 10 8 10 5 8 5 9 6 6 7 8 9 10

Text 1 scores Text 2 scores

12

10

8
Scores

0
0 5 10 15 20 25
Students

It is evident from the results in the scatter plots above, that students in all levels answered
effectively In the exam, which is based on the local culture, in comparison with those contained
foreign culture texts. If you observe the corves, you can clearly notice that the same student
gets high scores in the local culture exam, whereas, he gets low score when it comes to the
foreign culture exam.

Research project 28
 VII. Discussion:
7.1 The negative impact of the overuse of the foreign culture in the imposed English textbooks.

According to the analysis of part one of the questionnaire, the results show that 100%

of students and teachers agreed that the imposed textbooks do not represent sufficiently

students culture and background. Besides, the responses given by them clarify the serious

drawbacks of the overuse of the foreign culture and the ignorance of the local one, which make

students demotivated. As we know, learning new items based on the previous ones make the

learning more easy and effective. Students also can understand aspects based on their previous

knowledge, which obviously must be related to their background. Otherwise, they will feel like

strangers inside the classroom. What is more is that there is a contradiction between what

students believe in and what textbooks are presenting in other words, Moroccan students belong

to a Muslim community. However, the textbooks do not respect their religious background. If

you open one of the used English textbooks from any level you will find that the reading

passages, dialogues and images used are focused profusely on the foreign culture. In fact, this

treats the privacy of the Moroccan families. To illustrate more, students from the 3rd grade to

the 2nd baccalaureate level are at the age of puberty. In this age students take everything they

encounter in the school for granted. For instance, they imitate or adopt certain ideas from the

textbooks related to the foreign culture. Here are some samples taken from the used textbooks

(Focus, Visa to the world, Gateway to English and Ticket 2 English) which ensure what has

been said.

Research project 29
 3RD GRADE COMMON CORE

Research project 30
 FIRST YEAR BACCALAUREATE SECOND YEAR BACCALAUREATE

Research project 31
 These images and reading passages may address the students unconscious. This can

work as brain washing, which can deviate them from their beliefs and Islamic Morals. However,

Some English textbook designers believe that we cannot separate culture from the language.

But as the results indicate, secondary and high school students are not concerned with the

foreign culture more than getting good grades in English language as one of the school subjects.

7.2 The positive impact of enough integration of the local culture in English textbooks

In the other hand, and according to the analysis of the part two of the questionnaire, the

results indicate that students feel more excited to learn and participate effectively in the

classroom. 100% of the students agreed that they have the ability to understand the content well

when it targets their cultural and religious background. This illustrates that local culture has a

great impact on students learning process. In addition, 90% of the teachers rely on the local

culture while teaching or explaining a particular aspect which is presented through foreign

culture in the imposed English textbooks. The statistical evidence above ensure heavily that

students are more engaged when teachers facilitate items using students local culture and topics

related to their real life.

The results on the scoter plots also show that all students performed well in the local

culture test. this achievement can be justified by the previous knowledge students had

concerning their local culture. Actually, the learning nowadays is student-centered so, the

textbooks should be students-centered as well.

Noticeably, the responses determine that 100% of teachers and students wish to have an

alternative textbooks that respond to their needs by integrating the local culture. Furthermore,

the results show that the majority of textbooks are not authentic; they do not represent students

religious, thoughts, and environment. 100% of both students and teachers proved that the best

Research project 32
 way of teaching and learning English language for the levels from 3rd grade to 2nd year

baccalaureate is to teach them by providing enough materials related to their lives.

7.3 Another view of obtaining an effective textbook.

(Seguin, 1989, P. 31) defined the textbook as written words, and of understanding what

they mean. It is important that the author be able to evaluate the level of comprehension,

because it is on this that the worth of the textbook as a teaching and learning tool will depend.

Seguin is trying to say that a textbook as a written words should respect the comprehension of

the target students. In other words, textbooks should contain aspects that make students

comprehend the content easily: (religious background, beliefs, environment...etc.) However,

The Moroccan ministry of education design English textbooks following top-down Approach;

the textbooks come from the ministry without any integration of teachers and students, Which

leads to the conclusion that The textbooks designers implement linear method. Whereas, as we

see, one principal form of designing a textbook is bottom-up approach which enable textbook

designers to know students needs. (Taba, 1962, p. 231) argued that there was a definite order

in creating a curriculum. She believed that teachers, who teach the curriculum and students

should participate in developing it, which led to the model being called the grass-roots

approach. In our opinion following Hilda-Tabas approach will help students to be engaged in

the learning process and make textbooks student-centred which means that textbooks will

represent students background and beliefs. Taba also pays attention to the selection of the

content and its organization with an aim to provide students with an opportunity to learn with

comprehension.

In fact, teaching English language for students at the level of the 3rd grade, common

core, and 1st and 2nd year baccalaureate does not need to be introduced by the foreign culture

more than their own. Therefore, teaching English language using more local culture would be

Research project 33
 successful to make them react effectively in the classroom. One way of presenting the

Moroccan culture is to tackle Moroccan famous personalities, heritage, traditions, beliefs, and

images that respect their religion background. In this stage the learners will interact and feel

comfortable during the learning process because they learn something they can explore easily

and react to it by building the new aspects being thought based on their culture. However, there

is no harm in integrating the foreign culture under one condition which is, the foreign culture

should be less used and wisely selected in order to avoid cultural clash.

Research project 34
 VIII. Conclusion:
Introducing the students to the foreign culture is important to make them aware of other

cultures and be open to the word. But using it profusely and randomly may affect negatively

on them. This paper is not against using the foreign culture in the English textbooks.

Whereas, it is against the overuse of it. The results indicate that students at these levels (3rd

grade, common core, and 1st and 2nd baccalaureate) are more in need of learning the

language more than knowing the foreign culture. It is illustrated in the data analysis that

students do not comprehend or react effectively inside the classroom when they are dealing

with aspects presented through the foreign culture. To our mind, the approach being adopted

by the Moroccan ministry of education in designing English textbooks has to be rechecked.

It is time for scholar-books designers to analyze students needs and their interests to take

them into consideration while planning a textbook.

Research project 35
 IX. References:

Halliday, M. A. K., A. Mclntosh and P. Strevens. 1964. The Linguistic Sciences and
Language Teaching. London: Longman. Mackey, W. F. 1965. Language Teaching
Analysis. London: Longman. Tucker, C. A. 1975. 'Evaluating beginning textbooks'. The
Art of TESOL Part Two. Washington, D.C.: English Teaching Forum.
Lockheed, M.E., Fuller, B. and S.C. Bail (1986). How textbooks affect achievement in
developing countries: Evidence from Thailand. Educational evaluation and policy
analysis, 8(4), pp. 379-392.
Adaskou, K., Britten, D. and Fashi, B. (1990). Design Decisions on the Cultural Content
of a Secondary English Course for Morocco. ELT Journal, 44/1: 3-10.

Alptekin, C. (1993). Targer-language Culture in EFL Materials. ELT Journal, 47/2:

136-143.

Byram, M. (1986). Cultural Studies in Foreign Language Teaching. Language

Teaching 19/4: 322-336.

Drnyei, Z. (1994). Motivation and Motivating in the Foreign Language Classroom.

Modern Language Journal, 78: 273-284.

Bobanovic, M.K., (n.d.). BUSINESS English education as a key to Croatian

Competitiveness
Reddy, P.S., (2012). IMPORTANCE of English and Different Methods of Teaching
English [PDF file].
[the role of the culture in the English language learning and teaching text books of the
English language] (n.d) www.slideshare.net
Taba, H. (1962). Curriculum development: Theory and practice. New York, NY:
Harcourt, Brace & World, Inc
Jenkins, J. (2000). The Phonology of English as an International Language. Oxford:
Oxford University Press.
Taba, H. (1932). The Dynamics of Education. A Methodology of Progressive
Educational Thought. Kegan Paul, Trench, Trubner & Co., LTD. Broadway House:
Carter Line, E.C.

Research project 36
 X. Appendix:

Research project 37
 Appendix one:
Questionnaire: students
Students and foreign culture.
Yes No

1 Do the used textbook reflect sufficiently your cultural background?

2 Do you interact effectively while dealing with elements related to the foreign culture?

3 Is there an over use of the foreign culture in the textbook?

4 Do you understand the lesson well when it is represented through the foreign culture?

5 Are you concerned with the foreign culture represented in the textbook?

6 Are you concerned with getting good marks in English language as a one of school subjects?

Students and local culture.

1 Is there enough representation of Moroccan famous personalities?

2 Do the listening and reading passages touch your real life?
3 Do the pictures reflect your culture and religious background?
4 Do the used pictures reflect your environment (cities, landscapes and monuments)?
5 Does your teacher facilitates some items for you as a student avoiding the foreign culture and
replacing it with the local one?
6 Is there enough use of the local culture in the imposed textbook?
7 Do you understand the lesson well when it is represented through the local culture?

The need of alternative textbooks.

1 Is it important to have Moroccan culture profusely in the English textbook?

2 Do you prefer pictures that present your culture?
3 Do you prefer characters, issues and famous personalities which are related to your
culture?
4 Would you like to have representative students who take part in designing English
textbooks?
5 Supposing that you are a member of textbooks designers, are you going to focus on
local culture more than the foreign one?

Research project 38
 Years of teaching (Teaching experience) ..

Appendix two:
Questionnaire: teachers
Students and foreign culture.
Yes No

1 Does the used textbook reflect sufficiently students cultural background?

2 Do students interact effectively while dealing with elements related to the foreign culture?

3 Is there an over use of the foreign culture in the textbook?

4 Is there enough use of the local culture in the exposed textbook?

Students and local culture.

1 Is there enough representation of Moroccan famous personalities?

2 Do the listening and reading passages touch students real life?

3 Do the pictures reflect students cultural and religious background?

4 Do the used pictures reflect students environment (cities, landscapes and monuments)?

5 Do you facilitate some items avoiding the foreign culture and replacing it with the local one?

6 Do the majority of students understand the lesson well when it is represented through the
foreign culture?

7 Do majority of students understand the lesson well when it is represented through the local culture?

The need of alternative textbooks.

1 Is it important to have Moroccan culture profusely in the English textbook?

2 Do you prefer pictures that present students culture and beliefs?

3 Do you prefer characters, issues and famous personalities which are related to students
culture?

4 Would you like to be a part in designing English textbooks?

5 Supposing that you are a member of textbooks designers, are you going to focus on local
culture more than the foreign one?

Research project 39
 Appendix three:

Level : 3rd grade (Juniors) Test : English comprehension

School: . Time: 1hour

Text:
My Family
My name is Dan. I am 14 years old. I am short and thin. I have a big family. I have a
mother, a father, two sisters and a baby brother. My older sister Tal is a nurse. She is shorter,
thin and pretty. My twin sister Dana goes to the same school I do. We are very alike. My baby
brother Nir is small and fat. On Friday evening we always go to see my Grandma Dina and
Grandpa Ron. We are one big happy family.

BASE ALL YOUR ANSWERS ON THE TEXT.

READ THE TEXT AND ANSWER THE FOLLOWING QUESTIONS.

1. How old is Dan?

--------------------------------------------------------------------------------------------
2. Does Dan have a big family?
--------------------------------------------------------------------------------------------
3. How many sisters does he have?
--------------------------------------------------------------------------------------------
4. Which school Danna goes to?
--------------------------------------------------------------------------------------------
5. What do they do on Friday evening?
--------------------------------------------------------------------------------------------
ARE THESE STATEMENTS TRUE OR FALSE. JUSTIFY.

1. Tal is tall.
----------------------------------------------------------------------------------------
2. My older sister Tal is a teacher.
-----------------------------------------------------------------------------------------
3. Dan goes to a different school.
-----------------------------------------------------------------------------------------
4. Nir is small and fat.
------------------------------------------------------------------------------------------

Research project 40
 Texts:
Things I do well
Hello! My name is Amina. I want to tell you about things I do well. I do many things very
well: I read, I play tennis, I swim and I also cook. My mother Fatima cooks every day and I
always help her. We prepare cookies together and everyone thinks that they are delicious. I
want to be a famous chef in the future.

BASE ALL YOUR ANSWERS ON THE TEXT.

READ THE TEXT AND ANSWER THE FOLLOWING QUESTIONS.

1. Does Amina do many things well?

--------------------------------------------------------------------------------------------------------
2. What are the things Amina does well?
--------------------------------------------------------------------------------------------------------
3. Does she help her mother?
--------------------------------------------------------------------------------------------------------
4. Do they prepare cookies together?
--------------------------------------------------------------------------------------------------------
5. What Amina wants to be in the future?
--------------------------------------------------------------------------------------------------------

ARE THESE STATEMENTS TRUE OR FALSE. JUSTIFY.

1. Aminas mother is Halima.

-----------------------------------------------------------------------------------------------------------------
2. Cookies are not delicious.
-----------------------------------------------------------------------------------------------------------------
3. Amina is good at playing football and dancing.
-----------------------------------------------------------------------------------------------------------------
4. Aminas mother cooks every Sunday.
-----------------------------------------------------------------------------------------------------------------

Research project 41
 Appendix four:

Level : common core Test : English comprehension

School: Time: 1hour

The Sunnahs of Eating

Each country has its own manner of eating, we as Muslims eat according to the Islamic
rules. The Sunnahs before and during eating is that we have to Mention Allahs name. (Saying:
in the name of Allah), Using the right hand and Eating from what is (placed) in front of us. In
addition, we use three fingers in eating, he (PBUH) used to eat using three fingers while eating.
Besides, the way we sit while eating is kneeling on our knees and the upper face of our feet, or
extending the right leg and sitting on the left one. In the other hand, there are Sunnahs after eating.
Firstly, licking the dish and the fingers as the Prophet (PBUH) ordered (us) to lick the fingers and the
dish and said: (you do not know in which of them the blessing lies). Secondly, praising Allah after eating
saying Alhamdu Lillah. The total of Sunnahs, which the Muslim should keep when eating is not less
than fifteen Sunnahs, supposing that he eats three meals per day and night, and this is what most people
have. One may increase these Sunnahs, if there are snacks between these three meals.

BASE ALL YOUR ANSWERS ON THE TEXT.

READ THE TEXT AND ANSWER THE FOLLOWING QUESTIONS.

1. What do Muslims say before and during eating?

--------------------------------------------------------------------------------------------
2. What they use in order to eat and?
--------------------------------------------------------------------------------------------
3. How do Muslims sit when they want to eat?
--------------------------------------------------------------------------------------------
4. What do Muslims do after eating?
--------------------------------------------------------------------------------------------
5. After licking the dish what do Muslims say?
--------------------------------------------------------------------------------------------

Research project 42
 ARE THESE STATEMENTS TRUE OR FALSE. JUSTIFY.

1. Muslims have to mention Allahs name before and during eating.

--------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------
2. Muslims eat using knife and fork.
--------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------
3. Muslims eat in separated dishes.
--------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------
4. Muslims eat using five fingers.
--------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------

Research project 43
 Level : common core Test : English comprehension
School: Time: 1hour

British Eating habit.

The British generally pay a lot of attention to good table manners. Even young children
are expected to eat properly with knife and fork. We eat most of our food with cutlery. The
foods we don't eat with a knife, fork or spoon include sandwiches, crisps, corn on the cob, and
fruit. While attending a dish those are Thi ngs you shoul d do: If you cannot eat a certain
type of food or have some special needs, tell your host several days before the dinner party. If
you are a guest, it is polite to wait until your host starts eating or indicates you should do so. It
shows consideration. At all times chew and swallow all the food in your mouth before taking
more or taking a drink. Always say thank you when served something. It shows appreciation.
You may eat chicken and pizza with your fingers if you are at a barbecue party, finger buffet
or very informal setting. Otherwise always use a knife and fork. When eating rolls, break off a
piece of bread before buttering. Eating it whole looks tacky. On formal dining occasions it is
good manners to take some butter from the butter dish with your bread knife and put it on your
side plate (for the roll). Then butter pieces of the roll using this butter. This prevents the butter
in the dish getting full of bread crumbs as it is passed around. In a restaurant, it is normal to pay
for your food by putting your money on the plate the bill comes on. When you have finished
eating, and to let others know that you have, place knife and folk together, with the prongs
(tines) on the fork facing upwards, on your plate.

BASE ALL YOUR ANSWERS ON THE TEXT.

READ THE TEXT AND ANSWER THE FOLLOWING QUESTIONS.

1. Is the look of the table important for British people?

--------------------------------------------------------------------------------------------
2. Do British people always eat using knife and fork?
--------------------------------------------------------------------------------------------
3. What are the food they eat without using knife and fork?
--------------------------------------------------------------------------------------------
4. What are the thing you should do while attending a British dish?
--------------------------------------------------------------------------------------------
5. If you are a gust what is the best thing you have to do during eating?
--------------------------------------------------------------------------------------------

Research project 44
 ARE THESE STATEMENTS TRUE OR FALSE. JUSTIFY.

1. Young children are not expected to eat in a good way with knife and fork.
--------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------

2. If you dont like certain meals, tell your host days before the dinner party.
--------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
3. You may eat chicken and pizza using knife and fork.
--------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------
4. When eating rolls, we dont break off a piece of bread before buttering.
--------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------

Research project 45
 Appendix five:
Level : 1st year baccalaureate Test : English comprehension
School: Time: 1hour

Halloween festival

Halloween, the time of pumpkins, candies, ghosts, witches and much more, is annually
celebrated on 31 October. That's the night before All Saints Day. Its origins date back thousands
of years to the Celtic festival of Samhaim or The Feast of the Sun, a most significant holiday
of the Celtic year. This day not only marked the end of summer but also the season of darkness
as well as the beginning of the New Year on 1 November. Druids (a priest of a religion followed
in Britain, Ireland and France, especially in ancient times) in Britain and Ireland would light
bonfires, dance around them and offer sacrifices of animal and crops. The fires were also
intended to give warmth to the households and to keep free from evil spirits. Through the ages
these practices changed. The Irish hollowed out turnips, placed a light inside to keep away the
bad and stingy Jack. As the legend says, Jack was a man who tricked the devil and after Jack
had died he was allowed neither in heaven nor in hell. With a lantern in his hand he began to
search for a resting place on Earth. This was the original Jack-o-Lantern. Since Halloween came
to America from Ireland (Scotland and Wales) people used pumpkins because they were bigger
and easier to hollow out than turnips. During the centuries the cultures have added their own
elements to the way Halloween is celebrated. Children love the custom of dressing-up in fancy
costumes and going from door-to-door yelling Trick-or-Treat. Adults instead join spooky
parties which are nearly held all over the cities and villages on that special evening. A spooky
decoration, games and frightening food are nuts and bolts for a Halloween party your friends
won't soon forget.

BASE ALL YOUR ANSWERS ON THE TEXT.

READ THE TEXT AND ANSWER THE FOLLOWING QUESTIONS.

1. When the Halloween is being celebrated?
-----------------------------------------------------------------------------------------------------------
2. What does Druids mean?
------------------------------------------------------------------------------------------------------------
3. What they do when Druids comes to the party?
------------------------------------------------------------------------------------------------------------
4. What does fire signify?
------------------------------------------------------------------------------------------------------------
5. Who is Jack-o-Lantern?
---------------------------------------------------------------------------------------------------------------------
6. Why do Americans use Pumpkins instead of turnips?
----------------------------------------------------------------------------------------------------------------------
7. Do the children enjoy celebrating the Halloween?
------------------------------------------------------------------------------------------------------------

Research project 46
 ARE THESE STATEMENTS TRUE OR FALSE. JUSTIFY.

1. Halloween is celebrated monthly.

---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
2. Halloween belongs to Greek roots.
---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
3. During the centuries the cultures never added anything to the way Halloween is
celebrated
---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------

Research project 47
 Level : 1st year baccalaureate Test : English comprehension
School: Time: 1 hour

Ashura
The Day of Ashura in Morocco has been traditionally a day of celebration and joy.
Ashura, which is celebrated on the tenth day of Muharram across the Muslim World and is
particularly significant for Shia Muslims, where it is a day of mourning.
In Morocco, where the Muslim population is Sunni, the local customs associated with
Ashura vary across the country. But in most cases, people exchange pastry and mixes of nut
fruits and dried raisins and apricot. Additionally, children play with fireworks in the streets and
light a fire called the Sh'ala. (...) Such occasions of popular public display of joy often pre-
existing in local cultures with the Ashura day in order to humiliate and counter the mourning
of their enemies, the supporters of Ali (Shi'a).The latter see this day as a great catastrophe since
it was the day of the death of Hussein and the slaughtering of his army at the battle of Karbala.
However, today in Morocco, the event is not at all associated with the Shia-Sunni conflict and
has little religious significance and is seen as merely a folk tradition. In some regions of
Morocco, the right of Papa Ashur is an activity for children during the festival of Ashura, where
in children wander from one house to another wearing masks and fancy dress costumes asking
for candy and dried fruits or even money and asking the question "the right of Baba Aichor?"
of anyone who answers the door This tradition has become famous recently when it is has been
considered as a substitute for fireworks which usually lead to a range of accidents.

BASE ALL YOUR ANSWERS ON THE TEXT

READ THE TEXT AND ANSWER THE FOLLOWING QUESTIONS.

1. When the Muslims celebrate the day of Ashura?

--------------------------------------------------------------------------------------------
2. What does Moroccan people exchange during Ashura?
--------------------------------------------------------------------------------------------
3. What do the Moroccan children do for the period of that day?
--------------------------------------------------------------------------------------------
4. How Shi'a see the day of Ashura?
--------------------------------------------------------------------------------------------
5. Do Moroccans associate their celebrations with Shias believe?
--------------------------------------------------------------------------------------------
6. What are the activities that Papa Aichor and children do during this day?
--------------------------------------------------------------------------------------------

Research project 48
 ARE THESE STATEMENTS TRUE OR FALSE. JUSTIFY.

1. Moroccan Muslims are Shi'a.

---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
2. Moroccans celebrate the day of Ashura each September.
---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
3. Moroccans exchange gifts at that day.
---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
4. Children and Papa Aichor ask people for fruits and vegetables.
---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------

Research project 49
 Appendix six:

Level : 2nd year baccalaureate Test : English comprehension

Location : ABI BAKER Time: 1 hour

Moroccan cuisine
Moroccan cuisine has long been considered as one of the most diversified cuisines in the
world. This is a result of the centuries-long interaction of Morocco with the outside world. The
cuisine of Morocco is mainly Berber-Moorish, European, Mediterranean cuisines. The cuisine
of Morocco is essentially Berber cuisine (sometimes referred to as the Moorish cuisine). It is
also influenced by Sephardic cuisine and by the Moriscos when they took refuge in Morocco
after the Spanish Reconquista. Spices are used extensively in Moroccan food. While spices
have been imported to Morocco for thousands of years, many ingredients such as saffron from
Tiliouine, mint and olives from Meknes, and oranges and lemons from Fez, are home-grown.
Chicken is the most widely eaten meat in Morocco. The most commonly eaten red meat in
Morocco is beef; lamb is preferred but is relatively expensive. The main Moroccan dish most
people are familiar with is couscous, the old national delicacy. Beef is the most commonly eaten
red meat in Morocco, usually eaten in a Tagine with vegetables or legumes. Chicken is also
very commonly used in Tagines, knowing that one of the most famous tagine is the Tagine of
Chicken, potatoes and olives. Lamb is also consumed () Moroccan lamb does not have the
pungent flavor that Western lamb and mutton have. Poultry is also very common, and the use
of seafood is increasing in Moroccan food. Among the most famous Moroccan dishes
are Couscous, Pastilla (also spelled Bsteeya or Bestilla), Tajine, Tanjia and Harira. Although
the latter is a soup, it is considered as a dish in itself and is served as such or with dates especially
during the month of Ramadan.

BASE ALL YOUR ANSWERS ON THE TEXT.

READ THE TEXT AND ANSWER THE FOLLOWING QUESTIONS.

1. How Moroccan Cuisine is being considered?
-----------------------------------------------------------------------------------------------------
2. Moroccan cousin comes as a result of what?
-----------------------------------------------------------------------------------------------------
3. Do Moroccans use spaces widely in their dishes?
-----------------------------------------------------------------------------------------------------
4. Name some popular Moroccan spaces?
-----------------------------------------------------------------------------------------------------
5. What are the Main Moroccan plates?
------------------------------------------------------------------------------------------------------------
6. Is the use of seafood increasing in Morocco?
------------------------------------------------------------------------------------------------------------

Research project 50
 ARE THESE STATEMENTS TRUE OR FALSE. JUSTIFY.

1. Berber-Moorish is the origin of Moroccan Cuisine.

---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
2. Chicken is the most narrowly eaten meat in Morocco.
---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
3. Moroccan lamb have the pungent flavor that Western lamb and mutton dont have.
---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
4. Tagine is only the most known dish in morocco.
---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------

Research project 51
 Level : 2nd year baccalaureate Test : English comprehension
School: Time: 1 hour

British Cuisine
British cuisine is the specific set of cooking traditions and practices associated with
the United Kingdom. British cuisine has been described as "unfussy dishes made with quality
local ingredients, matched with simple sauces to accentuate flavor, rather than disguise it.
However, British cuisine has absorbed the cultural influence of those who have settled in
Britain, producing many hybrid dishes, such as the Anglo-Indian chicken tikka masala. Celtic
agriculture and animal breeding produced a wide variety of food stuffs for
indigenous Celts and Britons. Anglo-Saxon England developed meat and savory herb stewing
techniques before the practice became common in Europe. The Norman Conquest introduced
exotic spices into England in the middle Ages. The British Empire facilitated a knowledge
of India's elaborate food tradition of "strong, penetrating spices and herbs". Food rationing
policies, put in place by the British government during wartime periods of the 20th century, are
said to have been the stimulus for British cuisine's poor international reputation. It has been
claimed, contrary to popular belief, that people in southern England eat more garlic per head
than the people of northern France. British cuisine has traditionally been limited in its
international recognition to the full breakfast, fish and chips, and the Christmas dinner. Other
famous British dishes include the Sunday roast, steak and kidney pie, shepherd's pie, and
bangers and mash. British cuisine has many regional varieties within the broader categories
of English, Scottish and Welsh cuisine. Each have developed their own regional or local dishes,
many of which are geographically indicated foods such as Cornish pasties, the Yorkshire
pudding, Cumberland Sausage, Arbroath Smokie, and Welsh cakes.

BASE ALL YOUR ANSWERS ON THE TEXT.

READ THE TEXT AND ANSWER THE FOLLOWING QUESTIONS.

1. How the British cuisine has been described?

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2. Was British Cuisine influenced by other cultures? What are they?
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3. When the Norman Conquest brought spices to England?
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4. Does the British cuisine limited in its national recognitions?
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5. Does the British dishes associated with many verities geographically?
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6. What are some famous British plates?
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Research project 52
 ARE THESE STATEMENTS TRUE OR FALSE. JUSTIFY.

1. British cuisine has absorbed the cultural influenced of those who have settled in
Europe.
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2. Anglo-Saxon England was pioneer to develop stewing techniques.
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3. It has been claimed that People in northern France eat more garlic per head.
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4. British cuisine is unified.
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Research project 53