Adil Bentahar is an Associate Professor at the University of Delaware’s English Language Institute (ELI), with a joint appointment with the School of Education. At the ELI, he usually teaches in the Academic Transitions [pathway] program with a focus on second language (L2) reading and English Composition as well as teacher education (special) programs benefiting domestic and international teachers. At the School of Education, Adil is a faculty member of the MA-TESL program; he teaches EDUC 741 Cultural Diversity in ESL/EFL Classrooms and advises pre-and in-service teachers interested in helping multilingual learners (MLLs) thrive. He is also committed to promoting MLLs’ leadership development and civic literacy alongside their language learning.
Adil’s research areas include L2 academic reading, EFL teaching in Morocco, and international student experience. Currently, Adil is, inter alia, investigating the impact of TV viewing and Internet browsing on the reading habits of Moroccan EFL teachers. His work and research have been published in Reading in a Foreign Language, The TESOL Journal, Journal of English Studies, Journal of English Learner Education, Journal of Asia TEFL, Journal of Social Studies Education Research, and Journal of Language Teaching and Learning. Dr. Bentahar is a faculty fellow of the ACHIEVE program for the College of Arts and Sciences and a member of UD’s Graduate College Council Executive Committee.
Professional Experience
- Associate Professor, University of Delaware, Newark, DE, 2024-present
- Assistant Professor, University of Delaware, Newark, DE, 2018-2024
Educational Background
- Ph.D., Curriculum and Instruction; Graduate Certificate in ESL, University of Wyoming, WY, USA 2015
- M.A., Curriculum, Instruction, and Foundational Studies, Boise State University, ID, USA, 2012
- Graduate Certificate: Teaching English as a Foreign Language, Mohammed V University, Morocco 2005
- B. A., English (Applied Linguistics), Hassan II University, Mohammedia, Morocco 2004
Recent Publications
- Altalouli, M. & Bentahar, A. (2024). Bolstering student writing through a reading-to-critique and reading-to-synthesize approach. English USA Journal, 9, 7–17.
- Ammigan, R. & Bentahar, A. (2023) An exploratory study examining the experiences of international students in an Intensive English Program. TESOL Journal, 1–19.
- Bentahar, A., Elmeski, M., & Hassim, M. (2023). Moroccan teachers’ perceptions of EFL instruction in the wake of the COVID-19 pandemic: Lessons learned. In Bailey, K. M., & Nunan, D. (Eds.). Research on English language teaching and Learning in the Middle East and North Africa. Routledge & TIRF (The International Research Foundation for English Language Education).
- Bentahar, A. & Alalou, A. (2022). An exploration of IEP instructors’ perceptions of reading instruction during the COVID-19 Emergency Remote Teaching. Reading in a Foreign Language, 34(2), 376–397
Working Papers
- Bentahar, A., Mokhtari, K., Ghimire, N. What are Moroccan EFL teachers’ reading habits relative to academic reading, recreational reading, TV viewing, and Internet browsing?
- Bentahar, A., How nonfiction extensive reading affects student attitudes towards L2 reading.
- Bentahar. A., & Ammigan, R. The IEP student experience: A qualitative analysis.
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Bentahar, A., & Altalouli, M. IEP in-person reading instruction after the online transition period: What has changed?
Contact Adil: badil@udel.edu