International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2015, Vol. 11(2) 14-28

A Critical Look at the EFL Education and the Challenges Faced by Iranian Teachers in the Educational System

Parvin Safari & Nasser Rashidi

pp. 14 - 28   |  Manu. Number: ijpe.2015.015

Published online: June 15, 2015  |   Number of Views: 1  |  Number of Download: 22


Abstract

The ultimate aim of any EFL program is to promote long life language development in learners and prepare them for the language use in real life communicative situations. However, many educational systems all over the globe might not achieve this end. Actually, a number of factors within or beyond any system can influence the success or the failure of the language curriculum. In the case of the educational system of Iran, a critical look reveals the fact that despite a great amount of investment  and expenses on the part of the government for so long, it is yet unable to generate proficient learners. Keeping this issue in mind, the researcher as the teacher educator teaching in an in-service class held through the Education Organization of Yazd, Iran could uncover the teachers' views and perceptions accordingly. Using currere and collaborative dialogue, the researcher in this qualitative study  attempted to explore the challenges faced by teachers in addition to the potential factors leading to the current failures of the language curriculum in the system. The insightful findings of this study can be of great assistance to policy makers, textbook writers, and teacher educators to take critical actions towards the betterment and fruitfulness of the EFL program in our education system.

Keywords: language development, language curriculum, currere, collaborative dialogue


How to Cite this Article?

APA 6th edition
Safari, P. & Rashidi, N. (2015). A Critical Look at the EFL Education and the Challenges Faced by Iranian Teachers in the Educational System . International Journal of Progressive Education, 11(2), 14-28.

Harvard
Safari, P. and Rashidi, N. (2015). A Critical Look at the EFL Education and the Challenges Faced by Iranian Teachers in the Educational System . International Journal of Progressive Education, 11(2), pp. 14-28.

Chicago 16th edition
Safari, Parvin and Nasser Rashidi (2015). "A Critical Look at the EFL Education and the Challenges Faced by Iranian Teachers in the Educational System ". International Journal of Progressive Education 11 (2):14-28.

References
  1. Ahmadi, G. (2004).Situation and role of educational improvement assessment in education and process-oriented learning. Paper presented at the first educational assessment symposium, Tehran: Ministry of Education. [Google Scholar]
  2. Ary, D., Jacobs, L.C.,& Sorenson, C. (2010). Introduction to Research Education (8th Ed.). New York, NY: Wadsworth. [Google Scholar]
  3. Boyd, J. R.,& Boyd, M.A. (1989). Input-output teacher's manual. Normal, IL: Abaca Books. [Google Scholar]
  4. Breen, M. P. (E.d.). (2011). Learner contributions to language learning: New directions in    research. Harlow, Essex: Pearson Education Limited. [Google Scholar]
  5. Cummins, J. (2005). Teaching the language of academic success. In C.F. Leyba (ed.) Schooling and language minority students: A theoretical framework 3rd edition (pp. 3-31). Los Angeles, CA. Evaluation, Dissemination and Assessment Center, California State University, Los Angeles. [Google Scholar]
  6. Derry, J. (2000).Iran.In D. Coulby, R. Cowen, & C. Jones (Eds.). World Yearbook of Education 2000: Education in Times of Transition. London UK: Stylus Publications. [Google Scholar]
  7. Freire, P. (1985). The Politics of Education: Culture, Power, and Liberation. South Hadley, MA: Bergin Garvey. [Google Scholar]
  8. Freire, P., & Macedo, D. (1987). Literacy: Reading the word and the world. Westport, CT: Bergin & Garvey. [Google Scholar]
  9. Garcia, D., & Leiva, C. (2014). Theorizing and enacting translanguaging for social justice. In A. Blackledge & A. Greece (eds.), Heteroglossia as Practice and Pedagogy. Dordrecht: Springer. [Google Scholar]
  10. Ghosgolk, A. (2005).A New Look at Educational Improvement Assessment and its Role on Educational Reforms. Paper presented at first educational assessment symposium, Tehran: Ministry of Education. [Google Scholar]
  11. Hattie, SJ. (2003). Teachers make a difference: What is the research evidence? Paper presented at the ACER Annual Conference, October. http://www.leadspace.govt.nz/leadership/articles/teachers-make-a-difference. [Google Scholar]
  12. Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. Modern Language Journal, 72(3), 283-294. [Google Scholar]
  13. Hosseini, S.M.H. (2007). ELT in higher education in Iran and India: A critical view. Language in India, 7, 1-11. Retrieved November 25, 2014 from http://www.languageinindia.com/dec 2007/eltinindiaandiran.pdf [Google Scholar]
  14. Hui, L. (1997). New bottles, old wine: Communicative language teaching in China. EnglishTeaching Forum, 35(4), 34-41. [Google Scholar]
  15. Kakia, L.,& Almasi, A. (2008). A comparative study of effectiveness's evaluation of qualitative and quantitative assessment methods on learning, anxiety and attitude of primary pupilsof Tehran City.Paper presented at Formative Assessment National Conference, Khoramabad: Lorestan's Education Organization. [Google Scholar]
  16. Kanpol, B. (1999).Critical pedagogy: An introduction (2nd ed.). The United States of America: Bergin& Garvey. [Google Scholar]
  17. Kiani, G., Ghafar Samar, R., & Mahdavi, B. (2011). Towards a harmonized foreign language  education program in Iran: National policies and English achievement. Literacy Information  and Computer Education Journal, 2(3), 462-469. [Google Scholar]
  18. Krashen, S., & Brown, C.L. (2007). What is academic language proficiency? STETS Language and Communication Review. [Google Scholar]
  19. Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. New York, NY: Routledge. [Google Scholar]
  20. Madandar Arani, A. Kakia, L., & Karimi, V. (2012). Assessment in education in Iran. SA-eDUC Journal,9(2). [Google Scholar]
  21. Mathews-Aydinli, J. , & van Horne, R. (2006). Promoting the success of multilevel ESL classes: What teachers and administrators can do. Washington, DC: Center for Adult English Language Acquisition.        Retrieved               November          25,          2014      from http://www.literacyminnesota.org/sites/6bc90f8a-e528-403a-8c6b- ffdd2e3dd3a7/uploads/promo.pdf [Google Scholar]
  22. Medgyes, P. (2001). When the teacher is in a non-native speaker. In M. Celcie-Murcia (ed.),Teaching English as a second or foreign language (3rd ed.). Boston: Heinle & Heinle, 415-427. [Google Scholar]
  23. Oxford, R. L. (2002). Sources of variation in language learning. In R. B Kaplan (ed.), The Oxfordhandbook of applied linguistics (3rd ed.). New York: Oxford University Press, 245-252. [Google Scholar]
  24. Pinar, William F. (2004). What is curriculum theory? Mahwah, NJ: Lawrence Erlbaum Associates. Porahmadi,   M.   (2008).Assessment   Instruments   Characteristics   and   Information   Gathering  at Formative   Assessment.   Paper   presented   at   Formative   Assessment   National Conference, Khoramabad: Lorestan's Education Organization. [Google Scholar]
  25. Reagan, T. G.,& Osborn, T. A. (2002). The foreign language educator in society: Toward a critical pedagogy.Mahwah, New Jersey: Lawrence Erlbaum Associates. [Google Scholar]
  26. Richards, Jack C. (2011). Competence and performance in language teaching. New York:Cambridge University Press. [Google Scholar]
  27. Sadeghi, S.,& Ketabi, S. (2009). From liberal ostrichism to transformative intellectuals: an alternative role for Iranian critical pedagogies. Journal of English Language Teacher and development 12, 52-60. [Google Scholar]
  28. Safari, P., & Pourhashemi, M.R. (2012). Toward and empowering pedagogy: Is there room for critical pedagogy in educational system of Iran? Theory and Practice in Language Studies, 2(12), 2548- 2555. [Google Scholar]
  29. Salehi-Isfahani, D. (2000). Demographic factors in Iran's economic development.Social Research, 67(2): 599-6. [Google Scholar]
  30. Strauss, A.,& Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nded.).Thousand Oaks, CA: Sage. [Google Scholar]
  31. Tomilson, B. (2012). Materials development for language learning and teaching. Language Teaching, 45(2), 143-179. [Google Scholar]
  32. Van Lier, L. (2004). The ecology and semiotics of language learning. New York: Kluwer Academic Publishers. [Google Scholar]
  33. Wrigley, H.S.,& Guth, G. (1992). Bringing literacy to life: Issues and options in adult ESL literacy. San Mateo, CA: Aguirre International. [Google Scholar]