Abdollahzadeh, E. & Baniasad, S. (2010). Ideologies in the imported English textbooks: EFL learners and teachers’ awareness and attitude. Journal of English Language Teaching and Research, 53 (217), 1-17.
Abdo Rababah, H. (2015). The Translation Movement in the Arab World: From the Pre-Islamic Era Until the end of Umayyad Dynasty (Before 610-750 A. D.). International Journal of Language and Linguistic, 3(3). 122-131.
Al-Attas, M .N. (1979). Aims and objectives of Islamic education, Jeddah, Saudi Arabia: Hodder and Stoughton.
Al-Attas, M .N. (1979). Aims and objectives of Islamic education, Jeddah, Saudi Arabia: Hodder and Stoughton.
Asante, M. (2012). Reconstituting curricula in African universities: In search of an Afrocentric design. In C. Alvares & S.S. Faruqi (Eds.), Decolonising the university: The emerging quest for non-European paradigms (pp.33-47). Malaysia: Penerbit Univirsiti Sains Malaysia.
Bagheri, Kh. (1389). Revisiting Islamic education. Tehran: Madresse Publication.
Baleghizadeh, S., & Motahed, M. J. (2012). An analysis of the ideological content of internationally-developed British and American ELT textbooks. Journal of Teaching Language Skills, 29(2), 1-27.
Bhatt, R.M. (2008).World Englishes, globalization and the politics of conformity. In M. Saxena & T. Omoniyi (Eds.), Contending with Globalization in World Englishes. (pp. 95-108). Critical Language and Literacy Studies: Tronto.
Canagarajah, S. (2005).‘Introduction’. In S. Canagarajah (Ed.) Reclaiming the local in language policy and practice. New Jersey: Lawrence Erlbaum Associates.
Charise, A. (2007). More English, less Islam? An overview of English language functions in the Arabian/Persian Gulf. Cultural & Linguistic Perspectives: An Online Encyclopedia (Diasporic Englishes). University of Toronto.
Crystal, D. (2003). English as a global language (2nd edn.). Cambridge: Cambridge University Press. Google Scholar
Elyas, T., & Picard, M. (2010). Saudi Arabian Educational History: Impacts on English Language Teaching. Education, Business and Society: Contemporary Middle Eastern Issues, 3 (2), 136-145.
Essa, A., & Ali, O. (2010). Studies in Islamic Civilization: The Muslim Contribution to the Renaissance. International Institute of Islamic Thought (IIIT).
Ghahremani Ghajar, S., & Azizi, F. (2014). Exploring and recreating Persian narrative texts as resources for EFL classes (Unpublished master’s thesis). Alzahra University, Tehran.
Ghahremani Ghajar, S., & Mirhosseini, S. A. (2011). Whose knowledge? Whose language?: Reeds crying tales of separation. In S. Ghahremani Ghajar & S. A. Mirhosseini (Eds.), Confronting academic knowledge (pp. 217-233). Tehran: Iran University Press.
Ghahremani Ghajar, S., & Mirhosseini, S. A. (2012). Decolonizing language education research in Iranian universities. In C. Alvares & S. S. Faruqi (Eds.), Decolonizing the university: The emerging quest for non-Eurocentric paradigms (pp. 290-308). Malaysia, Pinang: Universiti Sains Malaysia and Citizens International.
Ghorbani, Gh. (1393). The role of Qur'an in actualization of intellectual life of Islamic civilization. Qur'anic knowledge. 5(18). 35-61.
Hasan, Md. M. (2014). Islam's encounter with English and Ismamail al-Faruqi's concept of Islamic English: A postcolonial reading. American journal of Islamic social sciences. 31(2), 1-21.
Iqbal, M. (2009). The making of Islamic science. Islamic Book Trust.
Ja'fari Tabrizi. M. T. (1392). Ma'qul life. Tehran:Allameh Ja'fari publication institute.
Jan Ahmadi, F. (1379). Translation movement: its results and its consequences. Islamic history. 4. 86-142.
JanAhmadi, F., Nek Afarin, A.M.(1391). Characteristics of educational system of Imam Sadegh (G). Historical researches of Islam and Iran. 6 (10).31-50.
Kabel, A. (2007).The discourse of appropriation: A response to Karmani (2005). Applied Linguistics, 28 (2007), pp. 136–142.
Kassaiee, N. (1388). Knowledge and education in prophetic time. Islamic history studies. 1(1).101-133.
Keshavarz, M. H., & Akbari Malek, L. (2009). Critical discourse analysis of ELT textbooks. Iranian EFL Journal, 5, 6-19.
Khosro Panah, A. (1396). Humanities: essence, areas and transformation processes. International Islamic humanities congress collection.3 (1).367-392.
Koosha, M., &Talebinezhad, M. R., & Taki, S. (2004). An analysis of the ideological import of internationally and locally developed ELT textbooks widely used in Iran. Iranian Journal of Applied Linguistics, 7, 45-79.
Kumaravadivelu, B. (2006). Dangerous liaison: Globalization, empire and TESOL. In J. Edge (Ed.), (Re)locating TESOL in an age of empire (pp. 1–26). London: Palgrave Macmillan.
Kumaravadivelu, B. (2016). The Decolonial Option in English Teaching: Can the Subaltern Act? TESOL Quarterly, 50, 66–85.
Lewis, B. (2002).What Went Wrong? Western Impact and Middle Eastern Response. New York: Oxford University.
Motahari, M. (1393). Perfect man. Tehran: Sadra.
Nasr, H. (1389). History of Islamic philosophy. Tehran: Hekmat.
Othman, K., & Asraf, M. R. (2008). Teaching English to Muslim students: Some pedagogical considerations. Proceedings of Paris International Conference on Education, Economy and Society.
Parsaiyan, S. F., Ghahremani Ghajar, S., Salahimoghaddam, S., & Janahmadi, F. (2014). “You Give Me Thousand Green Breathings”: Crafting Literary Arts in English Language Classroom. Teaching & Learning, 28(2), 49-61.
Pennycook, A. (2007). ELT and colonialism. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (pp. 13-24). New York: Springer.
Pennycook, A. (2010). Rethinking origins and localization in global Englishes. In M. Saxena & T. Omoniyi (Eds.), Contending with globalization in world Englishes (pp. 196-210). Buffalo, NY: Multilingual Matters.
Philipson, R. (2009). English in Globalization, a Lingua Franca or a Lingua Frankensteinia? TESOL Quarterly, 43, 335–339.
Pishghadam, R., & Zabihi, R. (2012). Crossing the threshold of Iranian TEFL. Applied research in English, 1 (1), 57- 71.
Progler, J. Y. (2011). Imperialism in education: Observation on curriculum, institutional, structure, and the use of textbooks. In S. Ghahremani Ghajar & S. A. Mirhosseini (Eds.), Confronting academic knowledge (pp. 87-104). Tehran: Iran University Press.
Rohmah, Z. (2012). Incorporating Islamic messages in the English teaching in the Indonesian context. International Journal of Social Science and Education, 2(2), 157-165.
Sa'idi Nia, H. (1390). The reasons for decline of Islamic civilization. Islamic history journal. 1(2).93-118
Shin, J., Eslami, Z. R., & Chen, W. C. (2011). Presentation of local and international culture in current international English-language teaching textbooks. Language, Culture and Curriculum, 24(3), 253-268.
Spring, H. J. (2009). Globalization of education: An introduction. New York: Routledge.
Supreme Community of Cultural Revolution. (1389). Fundamental Transformation of Education Document.
Supreme Community of Cultural Revolution. (1391). The National Curriculum Document.
Tabatabaiee, M.H. (1374). Translation of Al-Mizan exegesis. Qom: Islamic publication office.
Taki, S. (2008) International and Local Curricula: The Question of Ideology. Language Teaching Research, 12 (1), 127-142.
Varma, P. K. (2012). The assault on culture throughout education. In C. Alvares & S. S. Faruqi (Eds.), Decolonising the university: The emerging quest for non-European paradigms (pp.21-30). Malaysia: Penerbit Univirsiti Sains Malaysia.
)