2.1 Web analogy :  In Clifford Geertz’s The interpretation of cultures:  selected essays (1973),  we read that Geertz believes, that “man is suspended in webs of significance he himself has spun”.  In the FL  class, we can use the notion of cultural spiderwebs (toiles d’araignée) to help students visualize not only the ways that different aspects of culture are interconnected but also to show that touching one thread sends repercussions into others. See also ).

Geertz, Clifford. (1957). “Ritual and Social Change: A Javanese Example.” American Anthropologist, 59 (1), 32-54.

2.2 Iceberg analogy:  See  Kohls, L. R., & Knight, J. M. (1994). Developing intercultural awareness: A cross-cultural training handbook. Also, see Gary Weaver’s work on Intercultural Relations (in bibliography).

2.3 Onion analogy : See Les dimensions culturelles de Geert Hofstede https://www.unigiessen.de/cms/fbz/fb05/romanistik/institut/personal/dozent/moureaux/seminar/g1g2-travail/G1-G2-3/g2-Hofstede#_ftnref1

2.4 For Introduction to Morocco  – Teacher Prep:  A History of Modern Morocco, Susan Gilson Miller, is an excellent instructor resource at this time. See description:  Publisher’s book description of S. Miller, A History of Modern Morocco

An acceptable website, but out of date for contemporary issues such as the status of Amasigh language.  Informations générales sur le Maroc (de 2009), donc avant la nouvelle Constitution

2.5  French in Morocco. This article also includes important reference to the other languages in Morocco. Fouzia BENZAKOUR, Le français au Maroc. De la blessure identitaire à la langue du multiple et de la « copropriation », Repères DoRiF, novembre 2012,

For current issues concerning the teaching and learning of French in Morocco, see the article “A quand la réhabilitation de la pédagogie dans nos classes de langue ? Libé 12 juin 2015 p. 20“