خلاصة:
The worldwide spread of English as the dominant language of globalization has accelerated the development and implementation of Foreign Language Education Policy (FLEP) in many countries. However, Iranian macro policymakers seem to be reluctant to develop an overt FLEP due to ideologized agendas. This study employs document analysis to explore FLEP in eight major national policy documents in Iran including, inter alia, National Vision 2025, Comprehensive Scientific Roadmap, and National Document of Education. This analysis was based on Kaplan and Baldauf’s (1997, 2003) framework for language-in-education planning, which covers Access, Curriculum, Methods and Materials, Evaluation, Personnel, and Resourcing policy as its major components. The data, coded through MAXQDA Software, revealed that the documents relatively deal with almost all components of FLEP excluding the Resourcing policy. Curriculum policy and Methods and materials policy receive the highest attention. Further, some contradictions, conflicts of interest, and gaps are observed in the documents regarding FLEP. Although these documents deemed English necessary for the development of the country, there are worries that it may lead to Westernization. The findings also show that FLEP in Iran is top-down and hardly reflects the needs and attitudes of the community. This has resulted in the failure of ELT in public schools and, in turn, its boom in the private sectors.
ملخص الجهاز:
Foreign Language Education Policy (FLEP) in Iran: Unpacking State Mandates in Major National Policy Documents Zia Tajeddin Fariba Chamani ** Tarbiat Modares University Allameh Tabataba'i University Abstract The worldwide spread of English as the dominant language of globalization has accelerated the development and implementation of Foreign Language Education Policy (FLEP) in many countries.
This analysis was based on Kaplan and Baldauf’s (1997, 2003) framework for language-in- education planning, which covers Access, Curriculum, Methods and Materials, Evaluation, Personnel, and Resourcing policy as its major components.
Keywords: English Language Teaching, Foreign Language Education Policy (FLEP), National Policy Documents, Document Analysis, Globalization Globalization has underscored the importance of foreign language proficiency, especially the role of English as the common language of worldwide communication (Moser & Kletzenbauer, 2019).
For instance, Mirhosseini and Khodakarami (2015) reported the results of a content analysis on four major national policy documents including 20-Year National Vision, Comprehensive Roadmap, National Curriculum, and Fundamental Reform in Education in search of overt ELT policy in Iran.
Corpus of Policy Documents MethodTo collect data for the present study, major national policy documents were identified based on the existing literature and available sources on the websites of the government bodies including the Ministry of Education, the Ministry of Science, Research and Technology, and the Supreme Council of Cultural Revolution, as the key authorities in FLEP.