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Discourse practices play crucial roles in shaping the cultural environment of social events and, therefore, influence how they actually take place. Promotional materials and media advertisements are significant instances of such discourses through which understandings of social practices, including language education, are both reflected and shaped. In this study, I explore the advertisements of Iranian private language teaching institutes appearing in Hamshahri newspaper to uncover ideologies behind them and to examine the subtleties of how the advertisements represent and at the same time reproduce the ideological assumptions regarding "English language teaching" in Iran. A contextual investigation of ideological presuppositions underlying the discourse of these advertisements reveals that they tend to reproduce mystified instrumentalist images of language learning. From a critical view of language education, I discuss this simplistic ideological representation and the obligation of the profession of language education to address it.
Although alternative perspectives continue to be part of TESOL research methodology, there are approaches to social science inquiry that are still not widely known to researchers in the field. More specifically, it may be argued that language education research needs further qualitative approaches that can interweave research and life, language and context, and self and society in processes of inquiry. Therefore, in this article the author invites the academic community of TESOL to consider autoethnography as a qualitative research approach with significant potential for research on issues of language teaching and learning. Based on a discussion of the theoretical and methodological perspectives of autoethnographic inquiry, he argues that, by bringing the self and society together, such an approach can contribute to the ongoing endeavor for deepening the epistemological understanding and widening the methodological scope of research in the field.
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