ELT as Necessary Evil: Resisting Western Cultural Dominance in Foreign Language Policy in the Context of Iran

Autor/in	Babaii, Esmat
Titel	ELT as Necessary Evil: Resisting Western Cultural Dominance in Foreign Language Policy in the Context of Iran
Quelle	In: Critical Inquiry in Language Studies, 19 (2022) 4, S.355-376 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Babaii, Esmat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1542-7587
DOI	10.1080/15427587.2022.2090363
Schlagwörter	English (Second Language); Second Language Instruction; Second Language Learning; Textbooks; Foreign Countries; Colonialism; Political Attitudes; Language Attitudes; Neoliberalism; Correlation; Cultural Influences; Public Policy; Western Civilization; Social Problems; Educational Policy; Instructional Materials; Curriculum Development; Content Analysis; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Textbook; Text book; Schulbuch; Lehrbuch; Ausland; Kolonialismus; Political attitude; Politische Einstellung; Sprachverhalten; Neo-liberalism; Neoliberalismus; Korrelation; Cultural influence; Kultureinfluss; Öffentliche Ordnung; Social problem; Soziales Problem; Politics of education; Bildungspolitik; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Inhaltsanalyse
Abstract	English language teaching has always been treated as a socio-cultural issue in post-revolutionary Iran. Fueled by anti-imperialist sentiment, the political authorities diagnosed Western influence as the major ailment of the society. Having to accommodate for the undeniable virtue of learning English for international communication, educationalists prescribed limited, censured doses of culture-free, localized English input to bring up a new generation immune to the Western values. The analysis of the educational goals in Iranian macro educational documents and their realization in teaching materials reveals an organized effort to resist and undo the influence of neoliberal education and provide an alternative rooted in national-religious heritage of the country. To examine whether this localized version can survive amid neoliberal forces in education and compete with its imported goods, the present article attempts to provide a bird's eye view about the interplay of policy, culture, and political ideology in the curriculum through content analysis of the Iranian macro official documents and their manifestations in local ELT textbooks, supplemented by the researcher's perspectives as an insider with prolonged engagement in this educational system. Hopefully, careful scrutiny of Iranian ELT program in its wider socio-cultural context contains lessons about avertable errors when proposing alternatives to neoliberal education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01