The workshop was held in Willard Hall, room 208 on Wednesday, July 14, 2004 from 9:00 to 10:30 a.m.

Joe Matterer started the workshop with a discussion of the theoretical background of the strategic interaction approach which is a teaching method that was devised by Robert Di Pietro at the University of Delaware. It dates back to the mid 80’s and it involves the use of interactive scenarios to foster better communicative strategies in the target language. The approach became popular in the 80’s and 90’s. It is mainly based on interaction and centered around scenarios.

In the scenarios, as Joe explains, there are three stages:

1. The rehearsal stage, in which different groups are assigned different roles of a scenario or different scenarios to prepare.
2. The performance stage in which the learners try to maintain communication to solve the problem that has been arisen.
3. The debriefing stage, where the teacher provides feedback on how to improve communication.

The scenario gives the chance to the learners to develop their own identities in the foreign language and acquire confidence. It also allows the instructor to assess the needs of his/her learners and build on them. In a scenario, each person has a different agenda. Usually, the one who is more skillful at the language is the one who manipulates the other and convinces him/her.
What happens in the scenario should be unknown and the scenario should be relevant to what the group of learners are and have at the moment.

The discussion revealed enriching ideas on the constraints of EFL in Morocco as concerns improving interaction. The group tried to elaborate on the EFL and ESL paradigm and find solutions for the lack of exposure to EFL comprehensible input that Moroccan students might encounter. They also raised the importance of adapting the idea of the scenario to the Moroccan students’ level, interest and needs. However, the debate took longer than expected so we couldn’t experience the scenario. Joe provided us with different definitions of strategic interaction by Robert Di Pietro and referred us to the latter’s publications, together with a handout on scenario directions that explains in details the three stages of a scenario. He also promised to xerox a bibliography for the group.

Reporters: Nezha Belkachla
& Abdelouahab Senhaji