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Article
Author(s)
Soroor Sadat Farhang, Majid Elahi Shirvan, Behzad Ghonsooly
Full-Text PDF
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DOI:10.17265/1539-8072/2016.03.001
Affiliation(s)
Imam Reza International University, Mashhad, Iran; University of Bojnord, Bojnord, Iran; Ferdowsi University of Mashhad, Mashhad, Iran
ABSTRACT
With the globalization of English, the macro and micro cultures of the users of English around the world interact intensively. Considering these conditions, the local and global cultural interface seems an important issue which needs to be clarified in the materials and books used for learning English. Thus, the focus of this study was to explore the language learning policy of the new Iranian English course book at high schools, Prospect 1, recently published and taught for a year in Iran, in light of globalization and culture. This qualitative study was conducted through carrying out semi-structured interviews. The participants of this study were 30 teachers of Ministry of Education, who had the experience of teaching Prospect 1 for a year and they were mostly chosen from Mashhad and the rest from other cities of Khorasan province, Iran. The interview contained four main questions which were posed to the teachers. The findings of the study indicate that the language learning policy of Iran need to pay more attention to the learners’ intercultural communicative competence because it mainly attempts at teaching English language focusing on the home culture in the Iranian context. The article ends with some pedagogical implications and more recommendations for developing research studies.
KEYWORDS
globalization, culture, intercultural communicative competence, language learning policy, Prospect 1
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References
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Sun, W. (2013). How to cultivate intercultural communication competence of non-English major students. Theory and Practice in Language Studies, 3(12), 5.
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Valdes, J. (1990). The inevitability of teaching and learning culture in a foreign language course. In B. Harrison (Ed.), Culture and the language classroom (pp. 20-30). London: Modern English Publications.
Wendel, J. N. (2005). Notes on the Ecology of Language. Bunkyo Gakuin University Academic Journal, 5, 51-76.
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Xu, Z. (2013). Globalization, culture and ELT materials: A focus on China. Multilingual Education, 3(1), 1-19.
Atherton, J. (2002). Language codes. Retrieved from http://www.doceo.co.uk/language_codes.htm
Baker, C. (2011). Foundations of bilingual education and bilingualism (Vol. 79). Philadelphia, PA: Multilingual Matters.
Bhatt, R. M. (2008). In other words: Language mixing, identity representations, and third space1. Journal of Sociolinguistics, 12(2), 177-200.
Brutt-Griffler, J. (1998). The development of English as an international language: A theory of world language (Doctoral dissertation, The Ohio State University).
Byram, M. (1992). Language and culture learning for European citizenship. Language and Education, 6(2-4), 165-176.
Creese, A., Martin, P., & Hornberger, N. H. (2008). Ecology of language: Encyclopedia of language and education (Vol. 9). USA: Springer.
Crystal, D. (2003). English as a global language. Stuttgart, Germany: Ernst Klett Sprachen.
Deckert, S. K., & Vickers, C. H. (2011). An introduction to sociolinguistics: Society and identity. London: Continuums.
Dervin, F. (2010). Assessing intercultural competence in language learning and teaching: A critical review of current efforts. In F. Dervin and E. Suomela-Salmi (Eds.), New approaches to assessment in higher education (pp. 157-173). Bern: Peter Lang.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. Language Teaching, 35(1), 13.
Hung, T. T. N. (2009). How the global spread of English can enrich rather than engulf our culture and identity. HKBU Papers in Applied Language Studies, 13, 41-53.
Jamshidifar, S. (2011). English language policy and planning in Iran (Doctor of Philosophy, University of Southampto).
Jenkins, J. (2006). Points of view and blind spots: ELF and SLA. International Journal of Applied Linguistics, 16(2), 137-162.
Jenkins, J. (2009). English as a lingua franca: Interpretations and attitudes. World Englishes, 28(2), 200-207.
Kachru, B. B. (1992). Models for non-native Englishes. The Other Tongue: English Across Cultures, 2, 48-74.
Kirkgöz, Y. (2009). Globalization and English language policy in Turkey. Educational Policy, 23(5), 22.
Kramsch, C. (2005). Foreign languages between knowledge and power. Applied Linguistics, 26(4), 545-567.
Kramsch, C. J. (2009). The multilingual subject: What foreign language learners say about their experience and why it matters. Oxford: Oxford University Press.
Kramsch, C., & Vork Steffensen, S. (2008). Ecological perspectives on second language acquisition and socialization. In N. Hornberger (Ed.), Encyclopedia of language and education (pp. 2595-2606). US: Springer.
Kaur, P. (2014). Accent attitudes: Reactions to English as a lingua franca. Procedia-Social and Behavioral Sciences, 134, 3-12.
Lantolf, J. P. (2006). Sociocultural theory and L2: State of the art. Studies in Second Language Acquisition, 28(1), 67-109.
Lin, H. Y. (2013). Critical perspectives on global English: A study of their implications. Intergrams, 13(2), 24.
Ljungdahl, L. (2004). The English language and linguistic imperialism: The Trojan Horse? In European, Mediterranean and Middle Eastern Conference on Information Systems. Common Ground Publishing.
Matsuda, A. (2012). Teaching materials in EIL. Principles and Practices for Teaching English as an International Language, 168-185.
Mckay, S. L. (2003). Toward an appropriate EIL pedagogy: Re-examining common ELT assumptions. International Journal of Applied Linguistics, 13(1), 22.
Mollin, S. (2006). English as a lingua franca: A new variety in the new expanding circle? Nordic Journal of English Studies, 5(2), 18.
Mahadi, T. S. T., & Jafari, S. M. (2012). Motivation, its types, and its impacts in language learning. International Journal of Business and Social Sciences, 3(24).
Nieto, S. (2010). Language, culture, and teaching: Critical perspectives. New York and London: Routledge.
Nieto, S. (2010). Language, culture, and teaching (2nd ed.). Taylor & Francis e-Library: Routledge.
Paivandi, S. (2012). Education in the Islamic Republic of Iran and perspectives on democratic reforms. London: The Legatum Institute.
Pennycook, A. (1997). Critical applied linguistics and language education. In R. Wodak and D. Corson (Eds.), Encyclopedia of language and education (Vol. 1, pp. 23-31). Dordrecht, the Netherlands: Kluwer.
Phillipson, R. (1997). The politics of English language teaching. In R. W. A. D. Corson (Ed.), Encyclopedia of language and education: Language Policy and Political Issues in Education (Vol. l, pp. 201-209). Dordrecht, the Netherlands: Kluwer.
Phillipson, R. (1996). Linguistic imperialism: African perspectives. ELT Journal, 50(2), 160-167.
Phillipson, R. (2009). Linguistic imperialism continued. UK: Routledge.
Phillipson, R., & Skutnabb-Kangas, T. (1996). English only worldwide or language ecology? TESOL Quarterly, 429-452.
Pishghadam, R. (2011). Introducing applied ELT as a new approach in second/foreign language studies. The Iranian EFL Journal, 7(2), 8-14.
Quirk, R. (1985) The English language in a global context. In R. Quirk and H. G. Widdowson (Eds.), English in the world: Teaching and learning the language and literatures (pp. 1-6). Cambridge: Cambridge University Press.
Sapir, J. D. (1971). West Atlantic: An inventory of the languages, their noun class systems and consonant alternation. Current Trends in Linguistics, 7(1), 43-112.
Segall, M. H., Lonner, W. J., & Berry, J. W. (1998). Cross-cultural psychology as a scholarly discipline: On the flowering of culture in behavioral research. American Psychologist, 53, 1101-1110.
Sen, A. (2006). Identity and violence: The illusion of destiny. New York: Norton Adult Education Quarterly.
Sharifian, F. (Ed.). (2009). English as an international language: Perspectives and pedagogical issues (Vol. 11). Bristol, UK: Multilingual Matters.
Sifakis, N. C. (2004). Teaching EIL—Teaching international or intercultural English? What teachers should know. System, 32(2), 14.
Skutnabb-Kangas, T., & Phillipson, R. (2011). Language ecology. In J. O. Östman and J. Verschueren (Eds.), Handbook of Pragmatics (pp. 1-25). Amsterdam & Philadelphia: John Benjamins.
Skutnabb-Kangas, T., & Phillipson, R., (2001). Language ecology. In J. Verschueren, J. O. Östman, J. Blommaert, and C. Bulcaen (Eds), Handbook of pragmatics (pp. 1-18). Amsterdam & Philadelphia: John Benjamins.
Sowden, C. (2007). Culture and the “good teacher” in the English Language classroom. ELT Journal, 61(4), 7.
Stern, H. H. (1992). Issues and options in language teaching. Oxford University Press.
Sumner, W. G. (1906). Folkways: A study of the sociological importance of usages, manners, customs, mores, and morals. Boston: Ginn and Co..
Sun, W. (2013). How to cultivate intercultural communication competence of non-English major students. Theory and Practice in Language Studies, 3(12), 5.
Tsui, A. B., & Tollefson, J. W. (2007). Language policy, culture, and identity in Asian contexts (pp. 1-283). Mahwah, NJ: Lawrence Erlbaum Associates.
Valdes, J. (1990). The inevitability of teaching and learning culture in a foreign language course. In B. Harrison (Ed.), Culture and the language classroom (pp. 20-30). London: Modern English Publications.
Wendel, J. N. (2005). Notes on the Ecology of Language. Bunkyo Gakuin University Academic Journal, 5, 51-76.
Wiertlewska, J. (2011). Ecolinguistic approach to foreign language teaching on the example of English. Poznań: Adam Mickiewicz University Press.
Xu, Z. (2013). Globalization, culture and ELT materials: A focus on China. Multilingual Education, 3(1), 1-19.