• PhD in English Language and Literature (January 1999, the Faculty of Letters and Humanities of Mannuba, University of Tunis I, Tunisia, in coordination with the University of Westminster, Euston School of Languages, London, UK).
• Master’s Degree in Comparative Linguistics and Translation (October 1991, The Faculty of Letters and Humanities of Mannuba, University of Tunis I, Tunisia).
• Advanced Research Diploma (October 1993, the Faculty of Letters and Humanities of Mannuba, Tunisia).
• English Language Teaching Diploma (June 1989, the Higher School of Teachers of Sousse).
• Certificate of Success in ELT Methodology (August 1989, University of Manchester, UK).
• “The Relevance of Relevance Theory to the Teaching of Literary Translation to Speakers of Arabic Language”, in the International Journal of Arabic and English Studies, vol. 14, 2013.
• Rehabilitating Literary Theory, Universal Publishers, Florida, USA, 2011. (345 pages)
• The Semiotics of Beckett’s Theatre, Universal Publishers, Boca Raton, USA, 2007 (325 pages)
• Reinforcement (ESP textbook), IASC, 2005, Dubai.
• Foundations: (ESP textbook), IASC, 2004, Dubai.
My philosophy of teaching has developed over many years of teaching experience. As I meditate on my practice with respect to teaching and learning, I become conscious that my undertaking as a teacher has always revolved around four main objectives:
• endorsing positive learning;
• developing critical thinking;
• generating learning enthusiasm;
• and promoting learner-centered strategies.
To achieve this, I have always sought to employ a variety of strategies taking into consideration a number of rudimentary educational principles. These are: learning abilities, teaching approach, learning styles, lesson planning and assessment.
Bearing in mind the perceptive abilities of learners is necessary in order to apply and put into practice strategies that are suitable for either concrete perception or abstract perception of learners. This is applicable to English language and literature, as well. To this end, I usually plan activities such as short writings, definitions of certain concepts or comprehension questions that can help me determine the learning levels of my students and conduct my instruction accordingly.
- Teaching Approach
I adopt a certain eclectic approach to teaching, combining both behaviorist (top-down model) and mentalist (bottom-up model) methods. Behaviorist theories offer a plethora of strategies that, when employed thoughtfully, can benefit classroom learning and management at all levels. Among these strategies, we mention: drilling, reinforcement, Together with this, mentalist principles provide important contributions to the field of language teaching, particularly in the active processing of language input. I usually design tasks that require critical thinking and that help learners to abstract language rules through practice, rather than giving rules and asking learners to apply them. I also believe in the effectiveness of pair work and team-based learning in language classes.
- Learning styles
Understanding the learning styles of learners and individual differences in the group usually helps me to design and adapt useful instruction by applying suitable teaching strategies.
Lesson Planning: This is an important component of the teaching process as a whole. Whether the teaching approach is based on a behaviorist model (straight instruction, stimulus-response, reinforcement, drilling, etc.), a mentalist model (exposition, guidance, presentation, induction), or a constructivist model (inquiry-based/Socratic methods, group learning), I usually plan and conduct lessons that are in perfect tune with the set objectives. This helps me teach with both lucidity and motivation.
Assessment: In view of the importance of assessment in measuring the efficiency of the teaching operation as a whole, I believe that one can make use of several alternatives to correctly assess the assimilation of the course among different types of learners. In addition to traditional assessment methods such as written exams, I employ a variety of tools, including: home assignments, quizzes, checklists, portfolios, presentations, etc.
By adopting the above-listed tenets, I believe that the teaching operation can definitely yield positive outcomes, not only in terms of learning, but also in terms of motivation and dedication to knowledge.