خلاصة:
In this study, we attempt to bring to light various organisational and implementational clashes relevant to the conceptualisation of language policies at national level, and the planning of local practices with regard to degree programmes, language journals and conferences in Iranian higher education. We also prove that in its current status, the ELT syllabus in Iran, both at national and local levels, is a mixture of English Language Teaching, Linguistics, and Applied Linguistics (a hotchpotch), which suffers 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 recommends that there should be a change regarding language-in-education policy and 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 with regard to language programmes. This would mean carefully determining the scope and boundaries of the fields as ELT, Applied Linguistics, and Linguistics in the higher educational context. The subsequent challenge is to fix the problematic implementation of language programmes at the local level, considering language journals, conferences, and syllabuses. The findings presented in this work are useful for language policymakers to regulate language-in-education policy and planning in Iran.
ملخص الجهاز:
We also prove that in its current status, the ELT syllabus in Iran, both at national and local levels, is a mixture of English Language Teaching, Linguistics, and Applied Linguistics (a hotchpotch), which suffers from‘regulatory barriers’.
The shortcomings of the national LPP on the one hand and the faulty implementation of language programmes at the local level on the other, have led to a subjective interpretation of language programmes, hence, resulting in subsequent unsolicited problems in different areas of language planning in Iran (Atai & Mazlum, 2013).
Many works have studied the Iranian LPP (Farhady, Hezaveh, & Hedayati, 2010; Marszałek-Kowalewska, 2011; Rezaei, Khatib, & Baleghizadeh, 2014) but few critical studies have been done on the clarification of boundaries among ELT, AL, and Linguistics in Iran and the way LPP is implemented by local universities and institutes.
The confusion is tacitly recognisable if one investigates the implications of the terms such as ELT and Linguistics in Iranian higher-education context, including language programmes, conferences, and national scientific journals.
ix) mentions that an applied linguist should know something about topics such as "anthropology, economics, education theory, gerontology, history, international relations, language learning and teaching, lexicography, planning, policy development, political science, psychology and neurology, public administration, sociology, teacher training, and text production.
Summarising the Main Findings This study provides a clear case showing that there are serious problems with regard to the manifestation of the three main language programmes of ELT, Linguistics, and Applied Linguistics both at national and local levels and how they are represented in Iranian context.