Thursday, October 31, 2013

After-reading impression of The Alibi by Sandra Brown

The Alibi by Sandra Brown




Hammond's Character being in love doesn't fit the rest of his already built profile. He is being shown as a vulnerable and weak person when he's thinking of or around Alex. 

The whole plot felt almost as good as true, except for the character of Hammond which happens to be the most important character. 

The suspense and the romance felt like they do not go together. As if the writer took the suspense from one book and the romance from another book and jointed them in "The Alibi". 

"The Alibi" seems so similar to "The Tough Customer" in so many ways. When trying to imagine the two main characters in the former, they were pretty much similar to those of the latter. However, I believe that the latter is well written especially in terms of plotting and suspense when compared to "The Alibi". 

I found "The Alibi" very classic and typical with no really shocking events, no interesting characters, no perfect climax, etc.

I also found some unnecessary scenes here and there, especially erotic ones. The author should not use the erotic scenes to make the story more interesting or amusing to read. 

One more thing, I felt like the story in the middle was very stretched whereas the end was quickly wrapped up like a bad gift. 

When I bought the book, I was so excited about it. But then it took me a lot of effort to finish it. The only parts that drew a light smile on my lips were the last 3 chapters. 

I'm sorry for this bad review, but I feel like I lost my precious time on a bad book. 

Wednesday, October 16, 2013

After-reading impression of Tough Customer by Sandra Brown

Tough Customer by Sandra Brown 




For me, this book is out of the ordinary. I've never read this kind of books before.
It is full of spontaneous suspense, as well as a daring and sassy language that carries a lot of personality.

The author did the characters good. Although I found some similarities between Deputy Ski and Dodge, as well as between Berry and her mother Caroline. However, I liked these similarities.

I adored Dodge's character! It's one of a kind! Actually, what made me go through the whole story and feel a hungry need to finish the book is to discover how Dodge and Caroline fell in love with each other and why they broke apart.

The most romantic line I loved in this book is: "The word kiss was suddenly, wondrously redefined. It became an act of love, an engagement not merely of mouths but of souls."
It made me angry when I learned that Dodge cheated on Caroline! It made me even more angry when I learned that he popped Crystal and lost Caroline and his daughter for nothing! He didn't even solve the case.

One more thing, at first I did not like the way Oren Starks was found. But when I found out later on that it was his twin brother that was found shot in the head, I got it all.

The book was a whole new adventure for me; such an exciting adventure that took place in my head and through my imagination. I would LOVE to read all of Sandra Brown's books!

Tuesday, October 15, 2013

After-reading impression of دروب by ميخائيل نعيمة, Mikhail Naimy





I LOVED the book. It contained different chapters that depicted all the thoughts and views I have been keeping to myself simply because I did not have the appropriate words to express them. Naimy did that in the most creative ways.


The book depicts to its readers how people who deserve to live in heaven or Utopia lands are like. It describes perfectness. It describes how a perfect human being should be like and how to become one. It is also about how one can create one's own Utopia. It is not explained explicitly. Readers have to focus thoroughly in order to reach that kind of conclusions. 


I recommend this book for everyone who wants to know how it feels like when you have something that you really do not understand or cannot express and then you find those thoughts and feelings said in the most beautifully creative ways. 


أعجبتني مقالاته التي تتحدث عن رجال التعليم و الدين و السياسة! وجدت فيهم نقداً لاذعاً و وصفاً عميقاً ينطبق على كل زمان و مكان. رؤيته لكينونة الإنسان أدهشتني و وصفه للإنسانية أذهلني. و مثل ما قال هو في كتابه "بارك الله فيه. إنه لحم من لحمنا. و دم من دمنا. و لقد ترجمنا إلى أنفسنا. فكان خير الترجمان."



Favorite Part:

لست بجاهل أن كلمة “الدين”قد اتخذت على كرّ العصور ألواناً غير مستحبة في نظر الكثير من الناس، وعلى الأخص في هذا الزمان. واللوم في ذلك ليس على الدين بل على الذين انحرفوا به عن أهدافه السامية، فتمسكوا بقشوره ونبذوا اللباب، ثم انتهوا بأن جعلوه مجموعة من الطقوس الجوفاء، والصلوات التي تحرك اللسان دون القلب، والشفاه دون الفكر والوجدان. مثلما جعلوه ركاماً من المشاحنات اللاهوتية، وسيف تفرقة بين الانسان والانسان، وبين الانسان والله. والدين الذي لا يغمر القلب بالمحبة، والفكر بالايمان، والروح بالاطمئنان ليس بالدين الذي يُرتجى للخلاص ويصلح ملاذاً من الشدائد والمحن والموت. ذلك هو الدين وقد عكر صفاءه جهلُ الشاربين منه على حد ما تعكر الإبل المياه التي ترتوي منها إذ تغوص فيها للركب.
لئن استطاع الجهل أن يحجب نور الدين فلن يستطيع أن يبتلعه. فالشمس تحجبها الغمامة ولكنها لا تمحقها. ولئن عكر الأغبياء والأدعياء مياه الدين فلن يعكروا منها غير ما انساب بعيداً عن المنبع. أما المنبع فلن تطاله أقذارهم وأكدارهم. وإذ ذاك فحذار أن تنكر الشمس لأن غيمة حالت بينك وبينها. وحذار أن تحكم على الينبوع بالفساد لأن الشاربين منه بعيداً عن مصبه قد لوثوا مياهه. حذار أن تنفر من الدين لأن السواد الأعظم من المتدينين براء من الدين.
إنما الدين هدف وطريق. أما الهدف فالخلاص من حياة تتحكم فيها الأمراض والأحزان والشيخوخة والموت إلى حياة ليس فيها لهذه الآفات كلها ولا ظل سلطان. وأما الطريق فلايمان بأن في الكون قدرة مبدعة، منظمة، وأن نظامها يقضي على الانسان، إذا هو شاء بلوغ الهدف، أن يغالب ما فيه من غرائز تكبل خطاه في السير نحو الهدف، وأن تلك القدرة قد سلحته بكل ما يمكنه من الغلبة. ففي مستطاعه أن يقهر الشك باليقين، والعنف باللطف، والشهوة بالعفة، والجهل بالمعرفة، والبغض بالمحبة. وإذ ذاك فهو من الدين في لبه، والدين ملاذه الذي ما قبله وما بعده من ملاذ.

Friday, October 4, 2013

عقلية تونسية PURE!


ميلي أنا صغيرة ديمة كيف نسمع حد يتمنيك على حد اخر يقولو "يا عربي يا Gعلاف"، "تي هذاك واحد عربي مGعلل"، ولا خالي عاد من هاكل الكلمة إلي عاطية على اللغة الإنجليزية "عريبيتش". مفهمتش وقتها. يخي مش لكلنا عرب؟ كيفاه عربي يتمنيك على عربي يقولو يا عربي؟ كيف كبرت و سألت قالولي راو كيف الناس تقول "يا عربي" راو يقصدوا إلي جايين من الأرياف و من الجنوب و إلي يحكيو بال-"G" بصفة عامة.
نتذكر قبل في وقت بن علي، يبداش واحد هبط من طيارة ويفرق في الفلوس و كاتب 20 ألف كتاب أما يحكي بال "G"؟ يبقى محGور. ويقلولو "يا عربي". أما توا؟ الحGرة هي هي أما juste مخبية.
و من بعد نتذكر كيفاه الأمازيغ في تونس يقول إنو تونس أصلها أمازيغية و إنو بورقيبة يرحمو دفنهم بالحيا وقال التوانسة عرب و تونس عربية. ياخي قلت زعمة مش الأمازيغ كانوا يتمنكوا على عرب تونس وكل ما واحد يعمل حاجة مش من عادات الأمازيغ يتمنكوا عليه يقولولو "يا عربي". و مبعد قعد التعبير متداول بن لعرب ولا عندو bad connotation.
هنا هكاكة ونتذكر وقت الإستعمار كيف كانوا الفرنسيس داخلين خارجين على تونس وكيف كانوا يجيو يعيشوا فيها ويعملونا خدام عندهم. زعمة مش هوما طلعوها التمنيكة و عداو ال-passe لقوادة فرنسا ولاو يقولو فيها لغيرهم و مبعد ولات تتقال على إلي يسكنوا في الأرياف و الأحواز. 
المهم، عرب و إلا أمازيغ، ديمة التوانسة تحسنا أعداء بعضنا. جماعة المدينة يتمنيكوا على جماعة الريف باش يحسوا رواحهم class و فوق روسهم ريشة. و جماعة الريف يتمنيكوا على جماعة المدينة و يقولو انهم تخلاو على أصلهم و عاداتهم. و تلقى زادة جماعة الريف ميحبوش ولادهم ياخذوا مرا من المدينة. و جماعة المدينة ميحبوش يعطيو بناتهم لواحد من الريف. و هذي حاجة موجودة في مجتمعنا لتوا حتى بعد الثورة. على خاطر الثورة اطاحت ببن علي ومأطاحتش بالعقول المتأخرة و الأفكار المتخلفة. لكن كيف ماقال محمود درويش "بى أملٌ يأتى ويذهب ، لكن لن أُوَدعه". عندي أمل إنو الأجيال هذي و إلي انا منهم و الأجيال القادمة زادة باش ينحيوها العقلية هذي. علاش؟ على خاطر متأكدة إنو برشة منا حبوا و تحرموا من انهم يكونو مع الناس إلي تحبهم على خاطر أسباب تافهة كيف "هذا ولد مدينة" و "هذي بنت الريف". و منحكيوش عاد على "بنتي مزيانة و ما نعطيها كان لواحد لاباس عليه" و "ولدي بشهريتو مانعطيه كان لبنت فلان و فلانة". ولات أقدار الناس بيعة وشرية و خوذ و أعطي و ملخر لعبة بن ادين الوالدين. العربي لا تهمو مشاعر ولا حب. مايهمو كان ثلاثة حاجات: الجيب، الزين، من المدينة ولا من الريف.  

Friday, September 27, 2013

فما قراية؟ مفماش. فما ماجستير؟ مفماش. فما خدمة؟ مفماش. تي تونس جمايلية أصل!

Photo courtesy to: Les ISLT iens***طلبة المعهد العالي للغات بتونس


معهد ثانوي في أحواز القيروان، الإدارة لقات إنو عندهم سوايع مش لاقينلهم أستاذ. المنطق اش يقول؟ يعينوا أستاذ من المتخرجين البطالة إلي عندهم سنين و هوما يقرقو و جبهيو ماشين جايين على الوزارة و lلإدارة الجهوية و حتى المدارس الخاصة فماش متتحل في وجوهم ويلقاو وين يقريو. لكن لا. احنا في تونس أرقى من إنا نمشيو بالمنطق. اش تقرر المفقدة و اش تعمل الإدارة؟ تجيب أستاذ معوض يقري 6 سوايع كهو. و بقية السوايع يوزعوها على الاساذ الموجودين و الله أعلم يخلصوهم على السوايع الزايدة و إلا لا. شفتو المنطق عنا بصفة عامة محلاه؟ فاش قام نعينو أستاذ بطال ونحلوا المشكلة une fois pour toute؟ 
نسبة البطالة في تونس في عام 2013 وصلت ل-16.5%. و الحكومة فرحانة برشة قتلك تراجعت بنسبة 0.2% مقارنةً بالسنة الماضية. زغرتو يا نساوين. راو في ظرف 80 سنة باش ناقضيو على البطالة جملة وحدة. لمكنتي بش نبدو فاضحين بعضانا، شفتوهم هاك ال-50 ألف طالب إلي يتخرج كل عام؟ هوما يتخرجوا منا باش يلقاو خدمة تستنى فيهم. و نزيدكم زيادة باش يلقاو أكثر من خدمة تستنى فيهم وهما يختاروا على كيفهم. مش على خاطر ما كانش فما مواطن شغل وتوا فما. لا لا. على خاطر التعليم في تونس باش يقوى خاصةً مع هجرة الأساتذة المؤطرين.
و نسيتو نظام أمد؟ كان مجاش هو راو حالنا يندرا كيفاه. تي من القوة متع النظام هذا، الطلبة ذاقوا ال-"أ" ولاو يعتصموا و يعاركو على ال-"م". الناس ولات تقرق باش تقرا يا بو Gلب. علاش نهربو لبعيد احنا؟ هاو ناخذو كمثال، المعهد العالي للغات بتونس و المعروف ببورقيبة سكول، من أقوى معاهد اللغات في تونس. أما وليد عمي "المعهد العالي و المربط الخالي". كل ماجستير قبلو فيها لا يزيد عن 25 طالب. علاش؟ على خاطر معادش فما اساتذة باش تأطر و لا حتى باش تقري. تي فما اساتذة normalement ماخذة التقاعد عندها برشة وقعدوا يقريو و يأطروا على خاطر يعرفوا كان باش يخرجوا المعهد باش يبرك. هاذم بارك الله فيهم. و فما زادة إلي يحبوا يهاجروا و يقيرو في دول الخليج على خاطر يحب يبني دار أكبر و يشري كرهبة جديدة إلخ وميهموش مستقبل التعليم و مصلحة البلاد. ربي يهديهم أما عندهم حق بصراحة على خاطر حتى "البلاد" متهمهاش مصالحهم. الواحد ميلي يبدا يقرا لين يولي يخدم وحتى بعد ميتقاعد و هو حاير على مستقبلو.
خلي عاد من طلبة الماجستر سنة ثانية إلي حتى موقع الترسيم عن بعد مازال متحلش. تمشي للإدارة تقولك الوزارة. تجي تخمم على الوزارة علاه لتوى لحلتو مخك يفشل. العيد جا و الواحد لتوى لابدا يقرا. غمض عينيك وحلهم تلقى روحك في الإمتحانات.  تي c'est très normal مالا كيف نحتلو لمرتبة 104 من 160 دولة في تقرير الأمم المتحدة حول مؤشرات السعادة متع سنة 2013. قلك "Tunisian people are the most concerned with unhappinees." هذا لكل و تحبونا "هابي" تي الحالة متعبة أصل. 

Check out my opinion article about the Tunisian educational system on The Tunis Times: http://www.thetunistimes.com/2013/06/the-collapse-of-tunisias-educational-system-43671/

Thursday, September 26, 2013

My First Day in Tunis on my Own: بدوية في باريس

Photo Courtesy to Zied Nsir Photography
September has come. Time to pack my things and settle in another house that does not feel like home. Even my own home does not feel like home. I still haven't found home yet. I cannot find one as the rusty chains of patriarchy are keeping me from finding one. From finding my Utopia. From finding my home.
Is it wrong to live in my own house? Do I need to get married first in order for me to be the queen of my own house? To decide where I want to eat, where I want to put this and that, when I want to sleep and when I want to wake up? To pick up the phone and talk to my friends without having someone eavesdropping on me? To have a nice Skype call without having someone getting in and out of my room asking whether I am done yet? Is it wrong to stay up late reading a book or watching Friends? To keep the lights on and the window of my room open? Is it wrong that my daydream and number one priority in life is not getting married to a rich man? To be a woman of power? A super woman that has a super power that can kick ignorance and illiteracy out of Tunisia?!


September has come. I am packing up my things, writing down my shopping list and preparing for this year's budget. Remembering all of that, I could not overcome last year's incidents and experiences. I remember my very first days in Tunis. I was waiting for a private bus in front of my sister's apartment. I was overwhelmed with a new sort of feelings. I didn't know how I was supposed to feel: scared or inflamed? I was scared because I didn't know the place and I was afraid of getting lost or something. I was inflamed because I was finally on my way to freedom land. Of course I do not consider school freedom land. But the idea of leaving my home town and going to the capital city gives me shivers. I'm finally breaking away from the flock.



My first day ended. All what I could feel were my sore feet and a tormenting headache. I was wistful and enraged! I woke up at 6 a.m. to attend an 8:30 class. I waited more than an hour for the bus (TUS 26). I got on. It was crowded and smelling of people's feet and vomit. I could hardly breathe especially with the motion sickness condition I have. It was supposed to be a private bus. You pay a lot of money. You expect good service. But in Tunisia, it's always not the case. Once I arrived to Barcelona station, I got a ticket. I stood on the sidewalk waiting to get on tubes 3, 4 or 5. Suddenly, people were running towards me: Ali, Fahmi, Mariem, Yassin, Meherzia and even auntie Chadlia dragging her sefseri (a traditional Tunisian cloth) with a crutch in one hand and a basket in the other. I freaked out. For a moment I thought I was stuck in a zombie nightmare à-la-Tunisienne. I can't be blamed. I didn't have my coffee yet. Knowing that the tube was finally there and seeing how people were pushing each other to get on it, I figured it was the tube that they were after. I wiped the residue of drowsiness off of my face. I was waiting for the chauffeur to open the doors. I was right in front of the door. One step ahead and I'll find myself sitting on a chair and ready  to go. But no. That's how things would be in Utopia. In reality, people push you till you end up trying to squeeze yourself in a tiny space where X's armpit is right on your face and Y's hands is trying to reach your bottom. Even auntie Chadlia was pushing quite hard. "For God's sake I was going to save you a seat, woman!" I waited till another empty tube arrived. I took it. Hallelujah! The tube stopped at the "passage" station. I got off. As usual, people could not wait till we get off. They were pushing for the freaking seats. While I was waiting for the next tube to take, tube number 2 heading to Ariana, I couldn't help but notice the beggars, the crazy, the thieves and the bullies. Tube 2 is the most crowded one. I hate it. I'd rather go on foot than getting squashed like mashed potatoes on Christmas. I hate crowded places. They frustrate and stress me out. 



Let's not forget about taxis. Every time I feel too tired to wait or push for a bus, I just feel like taking a taxi. 

- Salem. Are you free?
- Were are you heading to? 
- Ben Arous. 
Then no answer. This happened to me almost each and every time. Did I ask them to take me to cursed land or something? I said Ben Arous, brother! They just shake their heads, and I walk away cursing them and the people who granted them the taxi driving licenses. But once you get to grab a cab, act like you know the way to your destination so that the taxi driver will take the shortcut. Otherwise, they'll take advantage of your ignorance and take the long way, charging you more money.  I once paid 10 TND for a 10-minute ride. But that was in Nabeul, during a two- week internship in the English Language Village of Nabeul. Not all taxi drivers are natural born thieves like this guy. Let's say, according to my humble experiences, 60% of them are good guys. I'm happy that the current Tunisian Minister of Transportation is confiscating all of the illegal taxi driving licenses that had been granted during the past five years. It was about time. 


Don't get me wrong, there are some things that I've enjoyed during my stay in Tunis. I enjoy window shopping almost everyday. I enjoy coffee breaks and lunch with friends. I enjoy walking down the Habib Bourguiba street at 7 AM. Sometimes it feels like walking down the Champs Elysées street, Paris. Although I don't know how that feels like, I can imagine. I enjoy assisting or walking by protests and think "So this is how protests feel like, ha?!" I enjoy the quality time I spend sipping my morning coffee at the Café du Grand Théatre, whenever I get the chance. I enjoy going to bookstores and go through books without buying any. They are way too damn expensive that a student like me can't afford. I prefer downloading and reading them on my computer. But I do buy some whenever they make a discount, which is something rare. Classical books are kind of cheap too. You can also get good deals on used books from thrift shops. 



Tunis can be such an inspiring place especially when meeting people from all walks of life, from the most famous Tunisian actors and journalists to the barefoot poor children. You see people, you observe them and the next thing you find yourself creating a whole story about them right in your mind. If only I had enough time to write down and share every single one of them with you... 

Saturday, September 21, 2013

How I Wish- (This is not poetry)


How I wish to hold you close in my arms
To put my head on your naked chest
To spread my hair between the folds of your hands.

How I wish to let you play the sweetest melodies of infatuation
On the drums of my heart 
To let you listen to the lyrics of my breath as they carve themselves on your sweat 
Pouring down the plains of your neck.

How I wish to hear you whisper in my ears 
As your mystic breath paves the way for those three words
نحبك، نعشقك، نموت عليك 
I love you, I adore you, I cannot live without you

How I wish to let the tip of your numb fingers lay a thousand kisses 
On my parched skin 
To rip the desert dress off of my body
And wash it with the spirit of the Virgin Mary.

Friday, September 20, 2013

The Last Word Written – Short Story

Photo courtesy of Daniel Brenton 

“You are a girl. You cannot do this. You cannot do that.” Every time Hayet hears her parents say those words, she gives them a mysterious look and walks to her bedroom, swearing. She lies on her bed with her diary on her chest. Her eyes are closed, but she’s awake; daydreaming. Although marriage is probably her only ticket to finding a way out of misery, she does not dream of her prince charming the way her cousins do. She does not picture her future house, and doesn’t care whether she will have children.
Girls her age usually decorate their rooms with posters of popular musicians. Hayet has pictures of feminist writers such as Maya Angelou, Virginia Woolf and Jane Austen. Girls her age usually have make up, perfume, and feminine accessories on their dressing table. Yes, books. The room smells of old books. Books are everywhere: on her dressing table, desk and even on her bed. She is not studious but is obsessed with reading. She uses books to build different worlds and lead different lives in an attempt to make a heaven out of hell. She escapes to her room every time she feels that she is treated like an ordinary woman. Her room is utopia.
***
“I love you without knowing how, or when, or from where, I love you simply, without problems or pride: I love you in this way because I don’t know any other way of loving but this…”
Hayet reads these lines with a low voice, her hands shaking and a red face followed by a deep sigh. Her bookworm friend Warda asks her what’s wrong. She replies;
“Nothing is wrong. Everything is right. Everything is perfect. I think I’m aroused.”
Warda’s jaw drops. She replies in a sarcastic tone;
“What? Are you insane? Girl, you need to wake up right now and stop reading these worthless books full of mumbo jumbo about love or whatever it is called before your mom co….”
“Shush shush shush! You’re ruining the moment for me! Would you stop nagging, go to your corner, enjoy your scientific magazines and leave me in peace! I have enough nagging from my parents!”
Warda stares at Hayet for a couple of seconds and then takes her magazine and sits on the couch. Hayet stares back at her blankly. Then continues reading;
“ ..in which there is no I or you, so intimate that your hand upon my chest is my hand, so intimate that when I fall asleep your eyes close.”
A couple of hours later, Warda leaves. Hayet is in her room when her mother decides to pay her a visit to discuss something.
“Tomorrow someone is going to propose to you. He’s a sophisticated man with a six figure paycheck and good blood. He wants to see you before he proceeds to the engagement. He wants a small party, a simple dress and calm music. If he likes you, the wedding will be this summer. He said he’ll take you to any place you pick. Uh. I think you should wear the peach dress along with the pearl necklace I bought you last year. Try not to ruin it like you did with the last guy. God knows what you did to make him break the engagement. Now I’ll leave you to your silly books.”
Hayet remains silent as blood rushes to the capillaries of her face. She is only eighteen years old and her parents want to find her a husband. She doesn’t know how to deal with her mother’s wicked treatment. Every time an argument takes place, the same scenario occurs. And each and every time, Hayet keeps her silence because everything that she says will be used against her if her mother informs her father.
Her mother’s priority is finding a good enough husband for her daughter; one she can brag about when mentioning him to her sisters and relatives. He has to be wealthy and handsome. His family must be from an urban city, and must have a decent job. It doesn’t matter whether he is educated or whether he loves her daughter, or has good morals. It doesn’t matter to her whether he’s the kind of man who would beat his wife. It doesn’t matter to her whether he’s the type who would debauch all night long coming back late, smelling of alcohol and cheap perfume. As long as she gets to brag in front of her sisters and relatives, all those things do not matter.
Hayet is different from her mother. Although she wants a handsome man in a romantic way, she refuses to consider a man for his family or money. She wants a man who will appreciate, love and cherish her. She wants a man with morals who will never lie to or cheat on her. She wants a man who respects all women and who doesn’t feel intimidated by successful ones. The last thing a girl like Hayet needs is a misogynist.
***
She cries silently as she walks down the aisle. She is compelled to take a road she did not choose. She is going to spend the rest of her life with a man she considers a complete stranger.
***
The wedding ceremony is over. They are heading to their hotel room to spend the night before starting their honeymoon trip to Hawaii. She feels agitated and confused. She does not know what things will be like. She can hardly breathe. All she can think about is running away and how amazing her life would be if only she could live it her way and not her parents’ way. Her husband however feels extremely happy. He is married to the most beautiful girl in town, which is one more thing to brag about in front of his friends. The “ever after” trip has started and she does not know the destination.
***
Two years later…

“Dear Hayet,


I feel blessed for being your husband. I know that we have had our ups and downs and I am sorry for all the pain I caused you. I did not mean to hurt you. You see, I was not used to being with girls like you as I thought you were one of those shallow types who cared about nothing but my money. You came into my life and you turned it upside down in the most startling way ever. Everybody sees me as my father’s son. They do not know that I have changed. You do. I am sure you do. You are the only person who understands me. That is why I am sorry for every time I beat you, swore at you and cheated on you. I am sorry for the time I pushed you down the stairs and killed our unborn baby. I did not mean to do that. I was drunk. I was angry. I could not control my temper. That is not an excuse for what I have done. I know. If I could take back what I did, I would. But I can’t. That is why I am leaving. How different our lives could have been if we had had our child. I remember when we sat on the porch and started picking names. I am leaving you. It is not you. It is me. I want to set you free. And this is the only way to do it. I have left you some money. Do not worry. It is not my father’s. I know that you have always wanted me to depend on myself. And that’s what I have been doing for the last three months. I worked hard to make that money. I am trying to repay you. I know that money means nothing to you. However, maybe this way you can open the bookstore you always wished to have. I admit that I am a coward. I cannot even face you. I hope you can find it in your heart to forgive me. I love you.


Yours for life, Houssain”


Published on the English Language Village of Nabeul Gazette 2013.
Published on Morocco World News: http://www.moroccoworldnews.com/2013/08/102771/the-last-word-written-short-story/

Sunday, August 11, 2013

صرخة ثورة تونسية


العمر ماشي بيا و عيلتي هي أكبر عائق قدامي و قدام أحلامي. العمر ماشي بيا و مازلت لا تعلمت العزف على الكمنجة، مازلت متعلمتش التصوير، مازلت مسافرتش لبرا، مازلت منجمش نمارس الصحافة على قاعدة و مازلت و مازلت و مازلت... تحب تكتب مقالات؟ هاني الأنترنت خوذ منها. علاه؟ فش قام تخرج وتشوف وتسال وتصور؟ مربين عزري احنا؟ خلي ناس تقول إلي إنت مش متربية، إلي إنت عيرود مسيب تعمل إلي تحب عليه ومايهمها حد. خالي تولي منعوتة بصبع وتبورلي وما يرضى بيك حد. علاه يامي؟ اش ريتني عملت؟ راني نحب نحضر حدث منظمتو جمعية وكهو. نحب نمشي نحوس مع صحابي أكهو. نحب نحضر إجتماع متع حزب نحب نشوفهم فش يحكيو. نحب ندبر خرجة لبرا. اه! ياسر تحلم إنت! شد بلاصتك وريض. كان مشيت غسلت لماعون خيرلك. كان مشيت سيقت الدار خيرلك. كان مشيت مسحت الغبرة خيرلك. باهي ماناش بش نمشو نصيف سنا؟ وين عندنا نصيفو؟ منعرش. وين يجي. لا لا. منخليش داري انا. يا ما نحب نتفرهد طرف قبل منرجع نقرا. هنو الأردنتور تفرهد بيه. نحط الاردنتور قدامي. نهار و طولو قدام الأردنتور؟؟!! قوم امسح و تعلم الطاطيب أنا في عمرك معرسا وجايبة زوز صغار. لميت طرف فلوس؟ هات نخبيهملك تتخطبش على غفلة. لا يامي! انا نتعب ونلم بش نشري مصورة، بش نشري كمنجة، بش ندخل نتعلم العزف مش بش نلم فلوس ونعرس! سكر فمك تو نشكي بيك لبوك! إنت ماعليك كان تقرا وتخدم وتاخو راجل. باهي ياما. هاني نقرا و تو نخدم و الرجل مهوش هارب. يرحم ربي. شنية؟ يرحم ربي؟ يامي راني نحب نعمل و نعمل و نعمل. بنتي، أعمل إلي تحب مع راجلك... كان خالاك. هههه. كان خلاني. لا نعرف ماهوش بش يخليني. على خاطر بش تختاروهولي كيفكم. فارغ و ميامنش بية و بأحلامي و بطموحي. العمر يجري بيا و أنا من حبس لحبس. من حبس دارنا لحبس الراجل لحبس الصغار. العمر واحد و مانيش حاسة روحي قاعدة نعيش فيه. العمر واحد و قاعد يجري بيا. فر فر. البارح بركة كنت 15. توا 23. 1999. 2007. 2012. 2019. 2030.... العمر هارب وخويا يعمل إلي يحب عليه و أنا ماعملت شي ميلي نحب عليه. يعمل إلي يحب على خاطر تولد ذكر و أنا أنثى. يعمل إلي يحب عليه على خاطر يشفو فينا مش كيفكيف. زوز صغارهم أما أها. ماناش كيفكيف. على خاطر يشوفني عورة و مفيبالهمش انهم في الحقيقة جابو ثورة.   

Tuesday, August 6, 2013

Autopsy Of Chaambi Murdered Soldiers Revised

The brutal murder of the eight commandos at the Chaambi Mount remains a mystery till this day. The autopsy proceeded by doctor Chedli Mafkoudi left some politicians, analysts and concerned citizens with tons of unanswered questions since they found it incompatible with any logical scenario.

A few hours following the bloody clash between anonymous terrorists and eight commandos of the Tunisian Army, Mr. Mafkoudi declared on the waves of ShemsFM that all of the eight dead soldiers were exposed to "very heavy shower of gunshots". He added that five of the eight corpses were slaughtered and stabbed with a sharp object after being shot. Official statements were later made by the army to the national television claiming that our soldiers did not even have the chance to fire their guns at their murderers.

The official version of the bloody incident goes as follows: The eight commandos were ambuscaded as they were on their way to secure the television broadcasting station which is located on the top of the Chaambi Mount. They were shot dead before they even had the chance to reach for their guns and fire back. The terrorists took off the soldiers' uniforms so that they would use them for similar future ambushes. This explains why the soldiers' corpses were "semi-naked" when they arrived to the hospital. Then, the murderers started  distorting the dead soldiers using sharp objects and slaughtered five of them in an attempt to morally and emotionally shake the rest of the Tunisian soldiers. When they were done, they took away all of their belongings: guns, uniforms, food, and different other equipment. The ambush was well organized since the terrorists planted a land mine on the way the soldiers took so that they would not be surprised by another petrol while they are busy killing and molesting the eight soldiers. Hearing the mine exploding was their cue to leave. This explains why the eight soldiers did not come across the mine and the petrol composed of three other soldiers, who went to check on their colleagues, did.

The plot of the crime is full of illogical happenings. First off, why would the terrorists take the soldiers' uniforms while the latter are loaded with the holes of the gunshots? Ruined uniforms would not benefit them in any sort of a way. On the contrary, wearing them while they are undercover during future operations will definitely cause suspicion, and thus, failure. Secondly, why slaughter only five of the soldiers and not all of the eight of them?

These couple of questions lead us to a whole different scenario. The terrorists ambushed the commandos in a way they could not reach for their guns. The former were probably wearing army uniforms to buy time and get as close to the commandos as to pointing their guns on their heads without having to shoot them. The terrorists made the soldiers take off their uniforms. They started slaughtering them one by one. They heard the mine they have already planted exploding. They figured out that they will not have enough time to finish slaughtering the rest of the soldiers. Therefore, they started shooting them randomly, both dead and alive. They took the uniforms, guns and food, and they took off leaving almost no trail behind them.

According to this analysis, this scenario happens to have more convincing answers to the questions above. However, why would the autopsy contradict with the logical assessment of the situation? Why could not the autopsy provide satisfying answers that would bring closure to the case? What is sure is that the doctor in charge did not make mistakes during the autopsy. The government either failed to find the good answers or they refuse to give them to the public for ulterior purposes.

Published on: http://www.moroccoworldnews.com/2013/08/100317/tunisia-autopsy-of-chaambi-murdered-soldiers-revised/

Wednesday, May 29, 2013

Tunisian National Football Championship: The Promised Day



Today, May 29, 2013, marks the final day of a long championship strewn with obstacles, sprawling with action-packed situations and full of thrills: a day that is still undecided and rejects all odds.
Two matches are scheduled between CSS, head of the pack, and CA, last on the ranking table on one side, and between EST and ESS ranked second with equal points.

The first of the four competing teams has to win the final coronation and remain number one on the competition especially that it had already upgraded its two direct competitors: ESS and EST. It is only by an improbable accident that the championship trophy would switch in favour of the winner of the other two competitors. In case of the defeat of CSS and parity in the second match, the three teams still involved in the title will have equal points (10) and will have to obey to the diktat of the famous article 22 (Sporting Regulations FTF).

The charming part of the play- off is the fact that the championship has not yet delivered any secrets concerning the champion and the team next in line. Both will be automatically qualified to participate in the Champions League. And the third team will be qualified to participate to the CAF Cup. Only the team classified last will play in the UAFA Club Cup.

The suspense is still hovering up to the final minutes of the two games scheduled in Sfax and Rades. It will certainly not displease the fans of the four competing teams as well as the athletes from all sides and lovers of football from all over the country.

The most important thing about football and sports in general is that everything must be conducted with compliance with the sporting ethics and fair play. The four competing teams are schools of probity and integrity and must keep in mind their prestigious image and notoriety to thwart any attempt to distort the games or final results; respect the arbitration decisions; and meet the sports charter.

After all, a football game is ninety minutes of fun, tense emotions, and bitterness or pleasure; depending on whether one is in the camp of the vanquished or of the winner. The suspense will last the time it takes. But, once the outcome of the competition comes out of the unknown, life must go back to normal and everything into order until the next 2013- 2014 version of the National Football Championship.

Let us ensure that the end of the play- off will be celebrated with great joy, happiness and harmony as all teams are winners.

Friday, April 5, 2013

رسالة إلى من كانوا يوماً اصدقائي


رموني أنا في ثنايا النسيان
رموني ثم تخلو عني و نسوني
كما لو انني لم أكن.. حكموا علي بأن لا أكون..
نسوني..
تركوني أتخبط في زوايا النسيان.. على عفن الذكريات.. 
تركوني بلا وليد و لا رشيد 
أتصارع مع ثيران الإحتمالات...
تركوني أنزف دموعاً 
تشق طريقها بين تجاعيد الخيبات..
حكموا علي العيش في ظل الوحدة مدى الحياة
حكموا علي أن أعيش في واد النسيان بلا ذكرى.. بلا أمل.. 

ندى مرابط


Friday, March 29, 2013

ماذا أقول...?




ماذا أقول لطفلة لا تعرف معنى حنان الأم؟
هي ليست بيتمة أو عن أمها بعيدة.
بل انها.. انها..
اه! كيف لقلمي أن يعجز عن كتابتها
و للساني أن يعجز عن نطقها 
بل بالأحرى كيف لا يكون ذلك 
و قد عجز عقلي عن تقبلها. 
ضحية انت أيتها الطفلة!
ضحية انت لأم لم تستطع أن..
تكسيك حباً و ترضعك حنانا.
ضحية انت لأم جف ثدييها من صحراء الحياة القاحلة.
فما ذنبها؟ و ما ذنبك؟ 
ما ذنبك انت التي ولدتي من رحم 
سقته أمك حسرةً، بكاءً و لوعةً!
خضوع، فكبت، فإنفجار، فأنت. 
فاقرئي يا انت الفاتحة على ضريح طفولتك.

ندى مرابط


Monday, March 11, 2013

Smash Patriarchy!

Random Thoughts (3)





Long die Patriarchy!

When did I figure out that I am living in a patriarchal society? It's when I knew that my parents got pregnant with me with the hope that my mother was going to give birth to a baby boy. It's when I remembered how when I tease my little brother calling him a "girl" my father angers and my mother punishes me, and when he calls me a "boy" they laugh it off and move on. It's when my brother gets to do whatever he wants whenever he wants while at times I do not even get the chance to choose the color of the socks I want to wear. 

Emotional bla bla bla:

How dare some say that women are more fragile and emotional than men, when the latter keen no respect to the former's feelings once in for all? I can by no means figure out a sensible explanation for such a nonsensical way of thinking. If you believe that women are overly emotional, then the least thing to be done is to respect their feelings. Want to have a lesson in morality? Respect people so that they will respect you. 
And men, please stop using the "emotional creatures" argument every time you want to accuse a woman for being irrational. It's called "emotional intelligence"; something that men lack unless they are gay. Therefore, please get your dictionaries updated and your argument renewed. Scientific studies are starting to pick a side, and it's definitely not yours. 

Superiority bla bla bla:

If men ought to think that they are superior to women merely because God was referred to with a "He" and not with a "She", then you my male friends should bare in mind that you are no God; not even close. 
Some men never become religious until they mention how Eve was created after Adam and from his crooked rib to prove that men are both superior to and better than women. Yes, congratulations. You are holly, and you are going to heaven.  

Written by: Nada Mrabet

Monday, January 28, 2013

Truce or No Truce?




Palestine has been illegally occupied by Israel ever since the 1967 six- day war when the latter captured the territories of Gaza and the West Bank from former occupiers : Egypt and Jordan. Ever since that date, Palestine has been refered to as the Occupied Palestinian territories (OPT).

In this article, we will try so hardly not to put the blame on anyone for what happened in the recent events that took place on November, 2012 between Gaza and Israel. A part of this article will be written in memory of the martyrs, about whom Deputy Foreign Minister Danny Aylon said, « that most of the people that were hit in Gaza deserved it as they were just armed terrorists “.

His statement was in a complete contrast with the facts and figures provided by the Palestinian Center of Human Rights stating that up to the 2Oth of November, 91 of the 136 Palestinians killed were civilians (including 28 children) and 922 of the 941 wounded were civilians (including 258 children).

In Memory of the “armed terrorists"
I would like to list some of the names of the martyrs who died during the recent events, provided by the Palestinian Blogger Shahd Abusalama. Ladies and Gentlemen, meet some of the “armed terrorists”:
Ahmad Al-Ja’bary, 52 years old; Rinan Arafat, 7 years old; Walid Al-Abalda, 2 years old; Hanin Tafesh, 10 months old; Gumana Salamah Abu Sufyan, 1 year old; Tasneem Zuheir Al-Nahhal, 13 years old; Eyad Abu Khusa, 18 months old; Nawal Abdelaal, 52 years old; Tahani Al-Dalou, 50 years old; Ameina Matar Al-Mzanner, 83 years old; Rama Al-Shandi, 1 year old; Suhaib Fo’ad Hjazi, 2 years old…

Rumor Has it!
Rumour has it that the bloody reaction undertaken by Israel was simply an attempt to restore the fear of the Arab Muslim world of it. That way Benjamin Netanyahu would gain more popularity among the Israeli voters by the time he makes it to the upcoming elections of January 2013. Nevertheless, as I have already said, they are just rumors, and I guess that the real reasons laying behind the actions committed by Israel will always be buried under  hills of lies and pretense.

Where does America stand in all of this?
Israelis have been playing a very important role in funding US campaigns and crafting US law making policy.  What does the US government do in return? It gives it 3 billion dollars in military aid on an annual basis, while the US Foreign Assistance Act of 1961 states that “…no security assistance may be provided to any country the government of which engages in a consistent pattern of gross violations of internationally recognized human rights.” Does this mean that the US government is violating one of its Acts or does it mean that it doesn't consider Israel as a country who is engaged “ in a consistent pattern of gross violations…”?
I would rather leave this question unanswered.

And then, US President Barrack Obama said, as a response for the Israeli actions, that Israel had “every right to defend itself”. In this case, I would like to adopt Noam Chomsky’s words when he said “When Israelis in the occupied territories now claim that they have to defend themselves, they are defending themselves in the sense that any military occupier has to defend itself against the population they are crushing. You can't defend yourself when you're militarily occupying someone else's land. That's not defense. Call it what you like, it's not defense."

Unity between Fatah and Hamas?
On the 22nd of November, leaders of Fatah, Hamas and other Palestinian factions gathered to celebrate the end of the 8- day war on Gaza. This picture gave such hope, not only to the Palestinians but also to many Arabs and Muslims around the world, of a united Palestine.

The Sovereign State of Palestine:
According to the Reuters, the United Nations General Assembly announces that 138 countries voted for the Palestinian bid to recognize it as a Sovereign State, while 9 countries were against and 41 countries abstained. We congratulate the Palestinian people; however, is the Sovereign State of Palestine just Gaza and the West Bank? Or did we just forget the Palestinian borders on the original map? Should Palestinians take the new status or leave it and ask for more? I would leave those questions unanswered too.
            
Written by:  Nada Mrabet




Monday, January 14, 2013

On The Second Anniversary of the Tunisian Revolution

I am X.
I require many features
That restrict me
From many other Xs, and Ys.

I require a [+HUMAN] feature;
I am a human being.

I require a [+ FEMALE] feature;
I am a woman.

I require a [+ TUNISIAN] feature;
I am Tunisian.

I require a [+MULTIDIALECT] feature; 
I say "yahbeni".
I say "ha guelly".
I say " yahchouchoo".
I say "yahchoumy". 

I require a [+MULTILINGUAL] feature;
I say "Oh my God".
I say "Oh mon Dieu".

I require a [+FREEDOM] feature;
I need to be free. 
In case of violation;
In case I end up with a [-FREEDOM] feature;
I require a [+REVOLUTION] feature.
I revolt.
I revolutionize. 
And I get back my [+FREEDOM] feature. 

I require a [+PRIDE] feature;
The adjective "proud" is attached to me
Just like bound morphemes need 
To be attached to other morphemes. 

I am X.
I am a human being. 
I am a woman.
I am "multidialectal". 
I am multilingual. 
I am free. 
I revolt. 
And most of all,
I am proud to be X! 

Written by: Nada Mrabet




Retrieved from: https://www.facebook.com/media/set/?set=a.396219043801406.91557.110706832352630&type=1

Tuesday, January 8, 2013

Sociolinguistics in relation to TEFL


Master’s Program- Applied Linguistics
Academic Year: 2012- 2013
Course Title: Sociolinguistics
Instructor: Dr. Mohamed Jabeur
Student: Nada Mrabet



Topic:
How can sociolinguistics be useful in the teaching of English as a foreign language (TEFL)?

Retrieved from: https://www.facebook.com/photo.php?fbid=506171749407524&set=pb.505948232763209.-2207520000.1358085583&type=3&theater


          Many researches have been conducted in the field of learning strategies and teaching methodologies for the aim of finding the most suitable outfit for the classroom of foreign learners of the English language. Ever since the Grammar- Translation Method, pedagogical approaches to language teaching have been expanding and evolving. This escalating evolvement gave birth to up- to- date methods and approaches like the Task- based Approach, the Lexical Approach, and the Neuro-linguistic Programming and Multintelligencia.  However, the most notable approach, that created a sort of revolutionary reform to Second Language Acquisition (SLA), is the Communicative Language Teaching Approach (CLT). The latter introduced communicative competence as a crucial component of the ultimate aim of learning a language which is language proficiency. The main contribution to this reform was thanks to some major works in Sociolinguistics of some of the pioneers of linguistics like John Gumperz, Dell Hymes and William Labov. The purpose of this paper is to examine (1) how is sociolinguistics incorporated into the teaching methods of English, and (2) at what levels?

         Linguistically, sociolinguistics came into existence due to a plain dissatisfaction with structural linguistics from a communicative point of view. As a matter of fact, Chomsky’s theory of competence was refuted by Hymes (1972) who held that Chomsky’s theory is ‘sterile’ as it mainly focuses on the mere knowledge of the grammar rules of a language with no much consideration to the actual knowledge of the usage of a language. He stated that “Communicative competence encompasses the knowledge of how to use the language in the real world, without which the rules of grammar would be useless” ( 1971). Historically, sociolinguistics contributed largely in the birth of the CLT Approach as a response to the Audio- lingual Method. The latter applied the principles of structural linguistics along with the fundamentals of behaviorism to language teaching, and turned a blind eye to sociolinguistic competence. There are, indeed, other methods that paid a more or less attention to sociolinguistic demands in the course of teaching such as Eclecticism and the Task- based approach. Yet, the lion’s share remains with the CLT approach.
         The most important aspects of the communicative classroom are the roles of the teachers as well as of the learners. Breen and Candlin redefined the teacher roles within the CLT approach using the following words:
The teacher has two main roles: the first role is to facilitate the communication process between all participants and the various activities and texts. The second role is to act as an independent participant within the learning- teaching group. (1980)
Teachers must guide the learners throughout the lesson and leave the learning to the learners. They must give the learners enough time and space to communicate, exchange ideas, make an effort and make mistakes, learn from each other and from their own mistakes, etc. Teachers must be mistake- tolerant and never interfere when it’s the learners’ time to talk, unless the learners make errors that cannot be overlooked. Teachers must teach the learners how to communicate properly and how to use their language correctly in order to improve their performance. This would apply a wider and more active role to the teachers than the passive one given to them through former methods and approaches as they need to interact more with the learners. On this matter, Lier (1996) states that “teachers should be ‘a guide on the side’ rather than ‘a sage on the stage’”.
          In terms of classroom management, the teacher talking time (TTT) must be controlled. That is to say that teachers need to know when to talk and when to leave the talking to the learners, the amount and way of talking, and how useful or helpful would the intervention be to the learners. Teachers are allowed to ask questions; but, they must be carefull what types of questions could be asked as some of the latter may lead learners to frustration. Thus, they become no longer interested in the lesson. They also need to know how much time must be given to the learners between “asking a question and demanding a response”. This is something that can be acquired by experience. In terms of classroom settings, Wright (1987) illustrated a diagram that depicts the different ways in which desks might be arranged within the communicative classroom so that all learners would be active parts of the learning process. There are so many ways to establish that; but, the most noticeable one is grouping the learners in rounded tables.
         Another aspect should be borne in mind is the possibility of having EFLs with different characteristics gathered in a single classroom. Here, we mostly refer to multilingual and multicultural classrooms. However, Willing conducts many other variables that should be put into consideration by teachers when teaching and most importantly when designing the lessons plans, some of which are: ethnic groups, age group, level of previous education, speaking proficiency level, type of learning programme, and so on. All of these variables can introduce a large change on the curriculum design. According to the Longman Dictionary of Language Teaching and Applied Linguistics, a curriculum is defined as the following:
an overall plan for a course or programme… Such a programme usually states; (a) the educational purpose of the programme, in terms of aims or goals and (b) the content of the programme and the sequence in which it will be taught (syllabus), (c) the teaching procedures and learning activities that will be employed (methodology), (d) the means used to assess student learning (assessment and testing), (e) the means used to assess whether the programme has achieved its goals (evaluation). »
Therefore, a curriculum is not only the course plan, as some might define it, but rather a sequence of steps that should be followed by the teacher to insure a successfully delivered lesson. It should encounter not only all the grammar rules, but also all the possible situations that all learners might come across in the real life (business trips, shopping, requesting information, etc). These latter can be enhanced through practice and exercises. The number and types of exercises and activities that can be done in the communicative classroom can be infinite especially those that involve discussion and negotiation, and allow all learners to participate and interact with each other.
         Lier (1996) recognizes three fundamental principles of a curriculum which are Awareness, Autonomy and Authenticity (AAA).  Not only did he make different principles of a curriculum, but also regarded them in terms of epistemology (i.e. “theory of knowledge with regard to methods, validity and scope”), and in terms of ethics and axiology (i.e. “the study of values and value judgments”). From an epistemic point of view, awareness is about focus, attention, and the role of perception; autonomy is about self- regulation, motivation, and depth of processing; authenticity is about real life language use, relevance, and communication. From an axiological point of view, awareness is about conscious engagement and reflection; autonomy is about responsibility, accountability, free choice, and democratic education; authenticity is about commitment to learning, integrity, and respect. Indeed, teachers need to be ‘democratic’ and share control as well as decisions with the learners. How? It is by taking into account the needs of the learners and designing a curriculum based on those needs. Consequently, the broad goal of the CLT approach is “needs analysis”. This is also one of the most noticeable reforms introduced to TEFL thanks to the recognition of the sociolinguistic competence as a major component of language learning.
         One crucial concept should be borne in mind when designing the curriculum is the stylistic variation and dialectal variation. As communication is used as the framework of the learning of English as a second language, the question that should always be put in mind is “Who says what, to whom, when, where and how?” The type of speech one delivers matters a lot. According to the former methods, learners must be taught the standard form of the target language especially the formal form,  with no consideration of the variations (i.e. different dialects) of that language once in for all. This makes these learners unable to socially interact and communicate using the target language, and going as far as to being unable of understanding native speakers. In this way, teachers fail to prepare the learners to what they could come across in real life situations as they are only able of producing sentences in the standard language and formally. Here, sociolinguistics interfered through the CLT approach to emphasize the importance of authenticity of the materials used by the teachers, so that learners would become aware of the fact that a language is beyond its standard and formal forms. The sociolinguistic reform of the language teaching methods is the reason why most students of today are capable of understanding a variety of styles and dialects of the English language due to the huge attention they pay to authentic sources (movies, radio, TV shows) when compared to the generation of the methods of a structural nature. Now, students can know when to use the vernacular forms of a language (for informal social interaction) and when to use the hyper- literate forms (for formal and academic uses).
         The evolving of the roles of the teachers will immediately cause the evolving of the roles of the learners from mere passive learners to actual active learners. Breen and Candlin redefine the learner’s role within the CLT approach in the following words:
The role of the learner as negotiator- between the self, the learning process, and the object of learning- emerges from and interacts with the role of joint negotiator within the group and within the classroom procedures and activities which the group undertakes.
Hence, the approach to foreign language teaching became learner- centered as the teachers must give special attention to the needs of the learners not only when interacting within the classroom, but also when selecting the content of the curriculum. Also, teachers must prepare the learners to apply the four language skills to communicate language use outside the classrooms, i.e. in authentic situations: listening (radio, television, media in general), reading (news papers, fiction), writing (in one’s journal or diary), and speaking (pronunciation and talking to native speakers during social events). In fact, learners must find ways to converse with native English speakers, find opportunities to practice their English outside the classrooms, and keep themselves motivated by listening to songs and watching movies in the English language every once in a while. All of these tricks and tips would help the learners to become competent speakers not only in the classrooms, but also in the real world.

          The incorporation of the sociolinguistic norms in English learning classes is not restricted to the CLT approach. On the contrary, ever since these norms have been introduced to the field of learning strategies and teaching methodologies, the sociolinguistic competence have been put into account in all the after-coming methods and approaches. Now it can no longer be ignored seeing the huge impact it had left behind at all different levels: teacher role, classroom management, curriculum design, accountability for stylistic variations, and the importance of the four language skills. Indeed, language is not merely structural (i.e. about grammar rules), but it also has a social dimension which is recognized as the sociolinguistic component. The latter has participated largely into the development of  better procedures, skills and strategies of teaching and learning of the post- communicative methods. 



References:
McLaren, N. y Madrid, D. 2004. The Foreign Language Curriculum. Madrid: Editorial Universidad de Granada, pp. 144-176.
Nunan, D. 1989. Designing Tasks For the Communicative Classroom. Cambridge University Press.
Nunan, D. 1991. Language Teaching Methodology. London: Prentice Hall International.
Richards, J. and Rodgers, T. 1986. Approaches and Methods in language Teaching. CUP Cambridge.
Richards, J and Schmidt, R. 2002. Longman Dictionary of Language Teaching and Applied Linguistics. Malysia: Longman.
Van Lier, L. 1996. Interaction in the Language Curriculum. London: Longman.
Van Lier, L. 1988. The Classroom and the language Learner. London: Longman.