On the Ecological Evaluation of Iranian Secondary Schools English Language Course Books in Light Intercultural Communicative Competence: Knowledge, Skills, and Attitude

Shirvan, Majid Elahi; Taherian, Tahereh

doi:10.17265/1539-8072/2015.12.001

Cited by 2 publications

(2 citation statements)

References 9 publications

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“…For instance, with regard to CLT as the mandatory method for the operationalization of language program in classrooms of public schools, suggested by language policy makers, teachers shared some thought-provoking ideas (see online supplement: Participants #34 & #8). In Prospect Series as the newly designed textbooks of public schools of Iran, culture is too localized while the focus is on the presentation of a single culture and no attention has been paid to students’ needs at the international level (Elahi Shirvan & Taherian, 2015). In fact, it ignores the reality that we belong to the global village and need to integrate intercultural understandings in teaching and learning activities to enhance students’ intercultural communicative competence and knowledge.…”

Section: Resultsmentioning

confidence: 99%

Teachers’ engagement within educational policies and decisions improves classroom practice: The case of Iranian ELT school teachers

Tohidian

Nodooshan

2020

Improving Schools

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Teachers and students are the main stakeholders of educational policies in the states; hence, the higher order policies, rules, and regulations must be in alignment with their rights, values, ideologies, needs, competencies, and peculiarities of each region and district. In such a case, the classroom practice will be improved and more promising outputs will be obtained. Iranian previous language programs failed to enhance students’ communicative competence and linguistic needs to survive at the international level; hence, an educational reform occurred to change the language curricula and English textbooks. A total of 86 Iranian English language teaching (ELT) teachers were selected through snowball sampling to find their role in the recent REFORM in Iranian ELT curricula and policies. Analysis of oral interviews and online focus groups data was conducted through Strauss and Corbin’s constant comparative method and illuminated the status quo of reform and policies, the marginalization of teachers as the sole implementers in language classrooms, and suggestions for teachers’ involvement in educational policies. These findings stress that a change within higher education policy makers’ attitude toward engagement of teachers within educational policy and decision-makings improves the classroom outputs.

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Section: Resultsmentioning

confidence: 99%

Teachers’ engagement within educational policies and decisions improves classroom practice: The case of Iranian ELT school teachers

Tohidian

Nodooshan

2020

Improving Schools

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“…Distinctly, EFL teachers, perceived as culture intermediaries (Shirvan & Taherian, 2015), cannot rely on the textbooks under evaluation for 'culture teaching'. This proposition justifies their expressed desire for the textbooks' total replacement or re-writing so as to incorporate a well-structured and principled thematic organization along with up-to-date, innovative, authentic and purposeful cultural input suitable for accomplishing the intercultural goals.…”

Section: Reflecting On Rqmentioning

confidence: 99%

Raising Students’ Cultural Awareness and Developing Their Intercultural Communicative Competence: The Case of the Greek State Primary School EFL Textbooks

Iakovina¹,

Karras²

2021

IJEL

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The present study focuses on the critical evaluation of the cultural content incorporated in the 5th and 6th grade English textbooks, which are taught in the Greek state primary school. Given that we are living in the era of increasing globalization, it is deemed essential that aspects of diverse cultures should be reflected in the English textbooks, thus enabling contemporary EFL learners to master the ability to use the English language efficiently in their intercultural interactions regardless of their socio-cultural background. The research findings succinctly reveal that the vast majority of state EFL teachers in Greece are fervent proponents of an intercultural approach in their teaching practices. However, they are not reliant on the prescribed textbooks under scrutiny for promoting the intercultural dimension in their educational methodology, since their cultural input is assessed as deficient and inadequate for dynamic intercultural instruction.

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On the Ecological Evaluation of Iranian Secondary Schools English Language Course Books in Light Intercultural Communicative Competence: Knowledge, Skills, and Attitude

Abstract: With the spread of English language around the world and its status as an international language, the need for more

Cited by 2 publications

References 9 publications

Teachers’ engagement within educational policies and decisions improves classroom practice: The case of Iranian ELT school teachers

Teachers’ engagement within educational policies and decisions improves classroom practice: The case of Iranian ELT school teachers

Raising Students’ Cultural Awareness and Developing Their Intercultural Communicative Competence: The Case of the Greek State Primary School EFL Textbooks

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