Crucial Components Of An English Literacy Curriculum For Moroccan Adults

This research paper examines the lived experiences and expertise of Moroccan teachers of English in teaching English literacy to Moroccan adults. Current research indicates that approximately 33 percent of Moroccan adults are illiterate. While there is research highlighting the need for adult literacy and its benefits, there is a lack of studies on how to develop an effective English literacy curriculum for Moroccan adults. Additionally, existing research underscores the growing importance of English in Morocco and the increasing desire among Moroccans to learn English. Using a qualitative approach, this study explores the crucial components of an English literacy curriculum based on the lived experiences and expertise of eight Moroccan English teachers. The research is grounded in the theoretical framework of andragogy, an adult learning theory, to analyze and interpret its findings. The results emphasize the importance of teaching adult learners the alphabet and helping them distinguish individual letter sounds. Additionally, lessons should incorporate ample time for repetition and purposeful practice. Throughout all stages of instruction, teachers should integrate extensive listening opportunities. The use of pictures and realia is also essential for fostering comprehension. Furthermore, the findings highlight adult learners’ motivations and the critical role of cultural considerations in the classroom.