Volume 13, Issue 3 (2022)
LRR 2022, 13(3): 1-29 |
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Dabbagh A, Babaii E, Atai M R. Exploring Cultural Schemas in Foreign Language Education Policy (FLEP) Documents of Iran. LRR 2022; 13 (3) :1-29
URL: http://lrr.modares.ac.ir/article-14-56432-en.html
URL: http://lrr.modares.ac.ir/article-14-56432-en.html
1- Ph.D. Candidate, Department of Foreign Languages, Faculty of Literature and Humanities, Kharazmi University, Tehran, Iran:
2- Professor of Applied Linguistics, Department of Foreign Languages, Faculty of Literature and Humanities, Kharazmi University, Tehran, Iran ,babai@khu.ac.ir
3- Professor of Applied Linguistics, Department of Foreign Languages, Faculty of Literature and Humanities, Kharazmi University, Tehran, Iran
2- Professor of Applied Linguistics, Department of Foreign Languages, Faculty of Literature and Humanities, Kharazmi University, Tehran, Iran ,
3- Professor of Applied Linguistics, Department of Foreign Languages, Faculty of Literature and Humanities, Kharazmi University, Tehran, Iran
Abstract: (1827 Views)
Culture is an indispensable part of Foreign Language Education Policy (FLEP), especially in English Language Teaching (ELT). In addition, the spread of English around the globe has resulted in English users’ tendency to embed their local culture in their English communication (Kirkpatrick, 2012). However, literature remains silent on culture representation in FLEP, especially in an ideologized country like Iran. To address this issue, due to lack of an explicit FLEP in Iran, the present study analyzed the cultural schemas addressed in the seven major national policy documents of Iran, namely 20-year National Vision, Comprehensive Science Roadmap, Support for Comprehensive Science Roadmap in the Domain of Languages, Cultural Engineering Document, National Curriculum, Fundamental Reform in Education, and Islamicization of Universities. Results of content analysis using MAXQDA Software unmasked Islamic-Iranian culture as the baseline for ELT in Iran. In order to further examine the representations and implications of ‘Islamic-Iranian culture’ hidden in the documents, open coding, axial coding, and labeling along with constant comparative procedure revealed various Islamic cultural schemas. However, very few instances of Iranian cultural schemas were unveiled. The findings were discussed in light of the hidden curriculum and the power relations behind the extracted cultural schemas
Keywords: Foreign Language Education Policy (FLEP), English Language Teaching (ELT), Islamic-Iranian culture, cultural schema, national documents, Iran
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