English Language Education Throughout Islamic Republic Reign in Iran: Government Policies and People’s Attitudes

Rassouli, Aman; Osam, Necdet

doi:10.1177/2158244019858435

Cited by 13 publications

(8 citation statements)

References 3 publications

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“…Learning a new language requires knowledge of another culture (Kuo & Lai, 2006) and the intention behind the anti-intrusion policies is to reduce the impacts of other cultures and to minimize the learners’ cultural and social tensions as a result of exposure to a new culture. Recent measures to curtail English instruction amid concerns about its impact on culture is a continuation of the authorities’ anti-intrusion policies (Rassouli & Osam, 2019). Therefore, re-evaluating the process of identity formation is important for both English learners and authorities.…”

Section: Discussionmentioning

confidence: 99%

“…After the 1979 Islamic revolution, through changes in educational policy, producing domestic materials, and purifying international materials, Iranian officials attempted to establish an Iranian identity based on Islamic values (Rassouli & Osam, 2019). However, the current socio-cultural state of the country differs from the state-endorsed Islamic values and is viewed as unsatisfactory by most Iranian politicians (Davari & Aghagolzadeh, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Adult Iranian English Language Learners’ Identity Work: An Exploration of Language Practices and Learner Identities

Moharami

Keary

Kostogriz

2022

Adult Education Quarterly

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Iranian authorities view English language learning as a disturbing influence on national identity. They are concerned about its impact on learners’ identities. Despite the political concern, there is growing interest in learning English in Iranian private schools for personal and social development. This article reports on a study in which six male and two female adult English language learners in Iran were interviewed. The semi-structured interviews provided insights into learners’ identity formation and social practices. The data showed developments in learners’ perceptions of national identity, cultural, and religious practices. The globalization of English has amplified learners’ level of access to the discourse of others, while the level of investment in learning is indispensable in their identity formation. This research argues that English language learning and its associated everyday practices lead to learners’ identity work. This has significant implications for language education in cultures with adverse views toward learning English.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Adult Iranian English Language Learners’ Identity Work: An Exploration of Language Practices and Learner Identities

Moharami

Keary

Kostogriz

2022

Adult Education Quarterly

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“…Throughout the past four decades, the public sector has been governed based on non-Western ideologies and unease concerning Westernization and Western values that are seen to be at odds with Iranian and Muslim identities of pupils (Morady Moghaddam & Murray, 2019). English, therefore, which is considered as a main vehicle of imperialism and cultural invasion (Rassouli & Osam, 2019), has been given a precarious position in educational policies and curriculum decisions.…”

Section: Iranian Private-sector Elt Landscapementioning

confidence: 99%

Teaching English to young learners in private sector of Iranian ELT: Challenges and local realities

Tavakol

Tavakoli

2023

Int J App Linguistics

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The growing phenomenon of (pre)primary English education worldwide has resulted in the rise in prominence of the discipline of teaching English to young learners (TEYL). Under the global forces and parents' pressure, early EFL learning has also turned into a pervasive trend in the marketized private sector of Iranian ELT as evidenced by the ever-growing number of classes of ever-younger learners. However, it is not clear what stands at its core because it has not received the attention it deserves, and reports on its status quo are almost non-existent. This qualitative study was conducted to shine the spotlight on some local realities and challenges faced by Iranian TEYL to trigger more intensive research and informed discussion into this Cinderella area of scholarship. The findings regarding each aspect are presented and discussed along with implications and directions for future research.

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“…Iran seems to directly associate English with the USA and UK (Borjian, 2013(Borjian, , 2015Davari & Aghagolzadeh, 2015), and views English as an instrument of cultural invasion (Tajeddin & Chamani, 2020). Iran seems to view English as a threat to the Islamic and national identity of Iranians (Borjian, 2015;Rassouli & Osam, 2019). This view appears to be central in ELT in Iran's education system (Borjian, 2013(Borjian, , 2015Davari & Aghagolzadeh, 2015).…”

Section: English In Iran and Tumsmentioning

confidence: 99%

Ethnocentrism and Investment in Learning English in Multicultural English Classrooms: A Study of Iranian Medical Students

Nameni

Dowlatabadi²,

Mohammadi³

2022

IJREE

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Medical practitioners' ethnocentric orientations and English language skills contribute to intercultural communication in the context of health care. The present study is a quantitative survey study and aims to investigate the relationship between ethnocentrism and investment in learning English in the multicultural setting of English classrooms at an Iranian medical university. To this end, 200 Iranian medical students' levels of ethnocentrism and investment were measured using GENE and IELL scales. The data were analysed using descriptive data analysis and correlation analysis. The findings of this study revealed a strong negative relationship between the two constructs. The participants had relatively moderate levels of ethnocentrism and investment, but female medical students were found to be significantly less ethnocentric than male students. However, there were no significant differences between the two genders' levels of investment. Further, considering the importance of context this research, the relationship among ethnocentrism and investment, and various contextual factors such as linguistic loyalty, intercultural contact, and social comfort in multiethnic English classrooms were explored to explain the findings. Among different contextual factors, social comfort in classroom seemed to have the greatest impact on investment. Conclusion, suggestions, and limitations are discussed.

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English Language Education Throughout Islamic Republic Reign in Iran: Government Policies and People’s Attitudes

Cited by 13 publications

References 3 publications

Adult Iranian English Language Learners’ Identity Work: An Exploration of Language Practices and Learner Identities

Adult Iranian English Language Learners’ Identity Work: An Exploration of Language Practices and Learner Identities

Teaching English to young learners in private sector of Iranian ELT: Challenges and local realities

Ethnocentrism and Investment in Learning English in Multicultural English Classrooms: A Study of Iranian Medical Students

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