Misplanning Language Programmes in Iranian Higher Education

Document Type : Research Paper

Authors

Shahrood University of Technology, Shahrood, Iran

Abstract

This article brings to light various organisational and implementational clashes with regards to the conceptualisation of language planning at the national level, and the misplanning of local practices with regards to degree programmes, language journals and conferences in Iranian higher education. This paper also argues that at its current status, language education in relation to English Language Teaching, Linguistics, and Applied Linguistics in Iran, both at national and local levels, suffer from ‘regulatory barriers’. The paper asks for an in-depth language policy and planning (LPP) that would clarify the blurred boundaries between ELT, applied linguistics, and linguistics in Iranian higher education. This paper strongly recommends an urge for reconsideration of language-in-education planning in Iran; a change that would be able to address both theoretical and applied language problems at national and local levels. The attempt should begin with organising a clear and comprehensive language planning strategy with regard to language programmes. This would mean carefully determining the scope and boundaries of the fields ELT, applied linguistics, and linguistics in the higher educational context. The proceeding challenge is fixing the problematic planning of language programmes at the local level, considering journals, conferences, and syllabuses. The findings presented in this work are useful for language policymakers to regulate language-in-education policy and planning.

Keywords

References

Asl, E. S. (2013). Multilingualism in Iran; unity or pluralism? (A case study in East Azerbaijan Province). Research on Humanities and Social Sciences, 3(18), 83-89.
Atai, M. R., & Mazlum, F. (2013). English language teaching curriculum in Iran: Planning and practice. The Curriculum Journal, 24(3), 389-411.
Blommaert, J. (2009). Language policy and national identity. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 238-254). Oxford: Blackwell.
Borjian, M. (2015). Bridge or wall? English language in Iran. In N. Wadham-Smith & D. Whitehead (Eds.), Didgah: New perspectives on UK-Iran cultural relations (pp. 201-222). London: British Council.
De Bot, K. (2015). A history of applied linguistics: From 1980 to the present. London, New York: Routledge.
Canagarajah, S. (2005). Reconstructing local knowledge, reconfiguring language studies. In S. Canagarajah (Ed.), Reclaiming the local in language policy and practice (pp. 3-25). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Catford, J. (1998) Language learning and applied linguistics: A historical sketch. Language Learning, 48(4), 465–96.
Davies, A., & Elder, C. (2004). The handbook of applied linguistics. Oxford: Blackwell.
Farhady, H., Hezaveh, F. S., & Hedayati, H. (2010). Reflections on foreign language education in Iran. TESL-EJ, 13(4), 1-18.
Grabe, W. (2002). Applied linguistics: An emerging discipline for the twenty-first century. In R. Kaplan (Ed.), The Oxford handbook of applied linguistics (pp. 3–12). Oxford: Oxford University Press.
Hinkel, E. (Ed.). (2005). Handbook of research in second language teaching and learning. Mahwah, New Jersey, London: Lawrence Erlbaum Associates.
Hudson, G. (2000). Essential introductory linguistics. Oxford: Wiley-Blackwell.
Kaplan, R. (2002). The Oxford handbook of applied linguistics. Oxford: Oxford University Press.
Kirkpatrick, R., & Ngoc Bui, T. T. (2016). Introduction: The challenges for English education policies in Asia. In R. Kirkpatrick (Ed.), English language education policy in Asia (pp. 1-24). Switzerland: Springer.
Marszałek-Kowalewska, K. (2011). Iranian language policy: A case of linguistic purism. Investigationes Linguiticae, XXII, 89-103.
Phillipson, R. (2003). English-only Europe?: Challenging language policy. London: Routledge.
Phillipson, R. (2009). Language policy and linguistic imperialism. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 346-361). Oxford: Blackwell.
Rezaei, S., Khatib, M., & Baleghizadeh, S. (2014). Language identity among Iranian English language learners: a nationwide survey. Journal of Multilingual and Multicultural Development, 35(5), 527-536.
Richards, J. C., & Schmidt, R. W. (2002). Longman dictionary of language teaching and applied linguistics. London, New York: Longman.
Tollefson, J. N. (2009). Critical theory in language policy. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 42-59). Oxford: Blackwell.
Van Dijk, T. A. (2006). Ideology and discourse analysis. Journal of Political Ideologies, 11(2), 115-140.
Warschauer, M. (2000). The changing global economy and the future of English teaching. TESOL Quarterly, 34(3), 511-535.
Journal of English Language Teaching and Learning
Volume 9, Issue 20 - Serial Number 20
November 2017
Pages 187-221

Files

Share

How to cite

Statistics