The Road to English Proficiency: Understanding the Experience of Absolute Beginners in Morocco's Common Core Classes

Abstract

In the Moroccan education system, teachers of English can face the unique challenge of teaching absolute beginners and engaging them within large, multilevel common core classes. This article examines the critical role played by teachers in promoting active participation among these learners who are at the early stages of their English learning. The article highlights the complexities of teaching large classes, where diverse learner abilities require innovative strategies to ensure effective learning. By addressing the unique needs of absolute beginners, teachers must employ a variety of techniques to foster an effective learning environment. The paper also emphasizes the importance of understanding learners' needs in order to tailor lessons that build confidence and encourage inclusion into the overall classroom dynamic. Through an exploration of these elements, the article aims to provide insights into best practices for teachers attempting to enhance participation and educational outcomes for absolute beginners in Moroccan multilevel classrooms.