Adil Bentahar | University of Delaware (original) (raw)
I am presently an Assistant Professor of English as a Second Language (ESL) at the University of Delaware English Language Institute. In addition to securing a PhD in Curriculum and Instruction, I have completed both a graduate certificate in ESL and a graduate minor in international studies. My current teaching and research interests, including my dissertation project "Assessing Moroccan Students' Civic Literacy for Social Justice: Project Citizen with Mixed Methods", follow these trajectories: ESL/language education, civic education, teacher education, and social justice.
Address: Newark, Delaware, United States
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TESOLers for Social Responsibility, 2020
As language educators, we have not only the opportunity but also the honorable charge of bringing... more As language educators, we have not only the opportunity but also the honorable charge of bringing about change in our classrooms, schools, and communities. There is more we can do in EFL and ESL classrooms than teaching students subject-verb agreement and thesis statement creation. A pivotal instructional area worth considering in English language classrooms is leadership.
Journal of Social Studies Education Research , 2019
This research study measured the impact of Project Citizen on Moroccan students' civic literacy. ... more This research study measured the impact of Project Citizen on Moroccan students' civic literacy. Project Citizen (PC) is a community problem-solving curriculum which has been implemented in more than 80 countries worldwide. Using mixed methodology, the authors examined the extent to which students' participation in PC had an impact on developing their civic knowledge, skills, and dispositions, and whether it fostered a commitment to social justice in them. Results indicated that participation in PC increased perceptions of efficacy regarding students' impact on policy as well as their ability to think critically about important local issues. Students also reported a heightened sense of responsibility to address societal problems as well as a need to respect divergent opinions. In regards to issues of social justice, participants indicated that participation increased their commitment to addressing issues of injustice as well as contributing to positive societal change.
Coercive and Collaborative
Graduate College. iv DEDICATION I dedicate this humble work to: • My country of Morocco; • My dea... more Graduate College. iv DEDICATION I dedicate this humble work to: • My country of Morocco; • My dear parents who taught me how to cherish learning and education. Their belief that education is a priority of all priorities is part of my every-day life; • All the teachers who made my journey of learning in education pleasurable; • To my students in Al-Maarifa High School in Agadir, Morocco, who helped me discover the real meaning of the classroom; • Boise State University and the people of Idaho for being a welcoming host during my stay in Boise; and to • Every individual who believes that education is the backbone of any societal change. v ACKNOWLEDGEMENTS Despite 1000s of miles of distance, my dear family in Casablanca, Morocco, has always been in mind and heart. Many thanks to my dear parents, sister Imane, and brothers Rachid, Abdelali, and Hicham. I also owe gratitude to my country, Morocco, and all the teachers who helped me reach this stage of education.
Project Citizen is a civic education curriculum used across the United States and internationally... more Project Citizen is a civic education curriculum used across the United States and internationally, yet research about its impact on students is lacking in the literature. This article reports the results of a preliminary study designed to answer the following questions: What are students' attitudes toward and perceptions of Project Citizen? How do their attitudes and perceptions compare to those of students who completed senior projects? Ten high school students and 23 first-year college students completed a questionnaire designed for this study. Our findings indicate that the high school students had positive perceptions of Project Citizen, and they self-reported an understanding and high levels of efficacy regarding civic responsibility. In contrast, the first-year college students had lower levels of efficacy regarding civic responsibility. Our findings suggest the importance of specific learning experiences to help students develop civic knowledge, skills, and dispositions, and indicate the need for further research into civic programs such as Project Citizen.
TESOLers for Social Responsibility, 2020
As language educators, we have not only the opportunity but also the honorable charge of bringing... more As language educators, we have not only the opportunity but also the honorable charge of bringing about change in our classrooms, schools, and communities. There is more we can do in EFL and ESL classrooms than teaching students subject-verb agreement and thesis statement creation. A pivotal instructional area worth considering in English language classrooms is leadership.
Journal of Social Studies Education Research , 2019
This research study measured the impact of Project Citizen on Moroccan students' civic literacy. ... more This research study measured the impact of Project Citizen on Moroccan students' civic literacy. Project Citizen (PC) is a community problem-solving curriculum which has been implemented in more than 80 countries worldwide. Using mixed methodology, the authors examined the extent to which students' participation in PC had an impact on developing their civic knowledge, skills, and dispositions, and whether it fostered a commitment to social justice in them. Results indicated that participation in PC increased perceptions of efficacy regarding students' impact on policy as well as their ability to think critically about important local issues. Students also reported a heightened sense of responsibility to address societal problems as well as a need to respect divergent opinions. In regards to issues of social justice, participants indicated that participation increased their commitment to addressing issues of injustice as well as contributing to positive societal change.
Coercive and Collaborative
Graduate College. iv DEDICATION I dedicate this humble work to: • My country of Morocco; • My dea... more Graduate College. iv DEDICATION I dedicate this humble work to: • My country of Morocco; • My dear parents who taught me how to cherish learning and education. Their belief that education is a priority of all priorities is part of my every-day life; • All the teachers who made my journey of learning in education pleasurable; • To my students in Al-Maarifa High School in Agadir, Morocco, who helped me discover the real meaning of the classroom; • Boise State University and the people of Idaho for being a welcoming host during my stay in Boise; and to • Every individual who believes that education is the backbone of any societal change. v ACKNOWLEDGEMENTS Despite 1000s of miles of distance, my dear family in Casablanca, Morocco, has always been in mind and heart. Many thanks to my dear parents, sister Imane, and brothers Rachid, Abdelali, and Hicham. I also owe gratitude to my country, Morocco, and all the teachers who helped me reach this stage of education.
Project Citizen is a civic education curriculum used across the United States and internationally... more Project Citizen is a civic education curriculum used across the United States and internationally, yet research about its impact on students is lacking in the literature. This article reports the results of a preliminary study designed to answer the following questions: What are students' attitudes toward and perceptions of Project Citizen? How do their attitudes and perceptions compare to those of students who completed senior projects? Ten high school students and 23 first-year college students completed a questionnaire designed for this study. Our findings indicate that the high school students had positive perceptions of Project Citizen, and they self-reported an understanding and high levels of efficacy regarding civic responsibility. In contrast, the first-year college students had lower levels of efficacy regarding civic responsibility. Our findings suggest the importance of specific learning experiences to help students develop civic knowledge, skills, and dispositions, and indicate the need for further research into civic programs such as Project Citizen.