ELF in the Iranian education system: Exploring teacher trainers’ and pre-service/in-service English teachers’ attitudes

Asakereh, Ahmad; Yousofi, Nouroddin; Weisi, Hiwa

doi:10.1080/2331186x.2019.1622625

Cited by 6 publications

(10 citation statements)

References 44 publications

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“…In contrast, Rashidi and Meihami (2016)'s study on textual content reported the primary focus of the Prospect series is on sociological sense. Asakereh et al (2019) also confirmed that the current textbooks had lack of authentic contexts outside the classroom context.…”

Section: Discussionsupporting

confidence: 68%

“…In the same vein, Abbasian and Biria (2017) highlighted that the primary purpose of the Prospect series is to get students familiar with the source culture, which is in contrast with scholars who necessitated the students' understanding of cultural elements of the target language, which enable them to communicate effectively (McKay, 2004;Kachru, 1986), and those who considered culture as the fifth skill in language learning (Tomalin, 2008). Asakereh et al (2019) also point out that both "Prospect and Vision series are heavily culture-bound" (p. 1030), and they cannot develop students' meta-cultural competence and cultural awareness.…”

Section: Discussionmentioning

confidence: 99%

“…A plethora of Iranian scholars investigated the current locally designed textbooks in language education focusing on objectives (Malahi & Afraz, 2019;Rahpeyma & Khoshnood, 2015), content (Alimorad, 2015;Khanshir & Mahammadifard, 2015), task types (Papi, 2015), gender representation (Dahmardeh & Kim, 2020), students and teachers' attitudes and perspectives (Aghazadeh, 2015;Ahmadi & Derakhshan, 2015;Arabloo, 2015), and on improving students' language skills (Asakereh et al, 2019;Malahi & Afraz, 2019).…”

Section: Teaching Culture In Language Education Through Textbooksmentioning

confidence: 99%

See 2 more Smart Citations

Antagonism between western and Islamic cultures in Iranian English textbooks

Tafazoli

Egan

2022

PortaLin

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Due to its worldwide usage, the necessity of teaching the English language is undeniable even in Islamic and religious countries like Iran. However, in order to avoid ‘cultural invasion’, the Iranian government decided to ban teaching English in the official curriculum of primary schools and asked a team of experts chosen by the Organization for Educational Research and Planning to design localized English textbooks for students in K12. Thus, in response to curriculum changes and the vital role of textbooks in language education, a plethora of Iranian scholars quantitively investigated the locally designed textbooks in language education focusing on objectives, content, culture, gender representation, and improvement of students’ language skills. However, the previous literature does not consider the role of visual content in transmitting the target language culture. Thus, in this study, we investigated the cultural references and cultural dimensions of visual content representation in two series of English language textbooks called ‘English for Schools’ (Prospect 1-3 and Vision 1-3). Due to the nature of the study, we applied qualitative visual content analysis for grouping and categorizing data. The analysis of the visual content of the textbooks revealed that the utmost portion of all six books has been devoted to

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Section: Discussionsupporting

confidence: 68%

Section: Discussionmentioning

confidence: 99%

Section: Teaching Culture In Language Education Through Textbooksmentioning

confidence: 99%

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Antagonism between western and Islamic cultures in Iranian English textbooks

Tafazoli

Egan

2022

PortaLin

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“…According to (Asakereh 2019), textbooks are essential learning components used at all levels of education. For instance, (Romig 2017) stated that textbooks are used both in classrooms and homes.…”

Section: Introductionmentioning

confidence: 99%

Constructing Students Environmental Sensitivity Through Literacy

Islami,

Sidiq,

Kurniawan

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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Sensitivity to the environment is an ability that must be possessed by students to be able to find alternative solutions that are right for solving environmental problems. Therefore, the study aims to develop a SETS-based environmental geography textbook using the ADDIE development model and environmental geography course students as respondents. Data was collected using validation sheets and FGD narratives by experts to maintain textbook quality and descriptive analysis. Using a geographical approach, environmental geography textbooks were developed on the basis of SETS. The textbook contains topic sub-chapters, illustrations in tables and graphs, assignments, and activity-based exercises. Based on SETS, practical steps are used to develop environmental geography textbooks, including presenting contextual science materials; presenting local, national, and international environmental issues; presenting examples of the use of technology in overcoming environmental problems; describing the impact of technology use on the environment and society; and designing evaluations of problem-based textbooks with student activities including SETS elements and involving a geographic approach. This textbook is intended to be used by lecturers of Indonesian environmental geography and subsequent studies as reference material.

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“…English is a foreign language that has an important role in education and is taught from elementary school to college. This is because the ability to communicate in English both spoken and written is needed to understand and express information, thoughts, feelings, and develop science, technology, and culture (Asakereh et al, 2019). In accordance with the demands of the current curriculum, learning English in schools is expected not only to improve the competence of students in communicating using English fluently and accurately, but also to be useful for instilling and shaping the character of students.…”

Section: Introductionmentioning

confidence: 99%

Exploring Character Education Values on Picture Dialogue in English Textbooks for Eight Grade of Junior High School

Hamidah

Yanto

Ahmad

2022

jiip

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The purpose of this study was to determine the values of character education contained in the textbook When English Rings A Bell Curriculum and Book Center for SMP/MTs Class VIII, Ministry of Education and Culture of the Republic of Indonesia revised edition 2017. This research is qualitative using content analysis. The data used in this study are in the form of texts in textbooks. The main instrument of the study was researcher and the data sheet was also used as the second instrument. Several steps were taken during data collection: (1) reading carefully; (2) understanding certain parts related to the focus of intensive research; (3) marking certain parts related to the research focus; and (4) making data descriptions accompanied by process of coding and inserting data into tables. In analyzing the data, this study uses critical discourse analysis technique. The subjects are 6 chapters in the textbook When English Rings A Bell Curriculum and Book Center for SMP/MTs Class VIII, Ministry of Education and Culture of the Republic of Indonesia revised edition 201. The objects are 18 characters values described by the Ministry of National Education. The findings of character education values in the textbook When English Rings A Bell Curriculum and Book Center for SMP/MTs Class VIII, Ministry of Education and Culture of the Republic of Indonesia revised edition 2017 as many as 10 characters values, namely (1) discipline; (2) interest reading; (3) curiosity; (4) responsibility; (5) creative; (6) communicative/friendliness; (7) appreciative; (8) social care; (9) environmental awareness; and (10) tolerance.

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ELF in the Iranian education system: Exploring teacher trainers’ and pre-service/in-service English teachers’ attitudes

Cited by 6 publications

References 44 publications

Antagonism between western and Islamic cultures in Iranian English textbooks

Antagonism between western and Islamic cultures in Iranian English textbooks

Constructing Students Environmental Sensitivity Through Literacy

Exploring Character Education Values on Picture Dialogue in English Textbooks for Eight Grade of Junior High School

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