Antagonismo entre las culturas occidental e islámicas en libros de texto de inglés iraníes
DOI:
https://doi.org/10.30827/portalin.vi37.21243Palabras clave:
Cultura norteamericana, ideología islámica, cultura islámica, libro de texto iraní en inglés, representación de la culturaResumen
Debido a su uso en todo el mundo, la necesidad de enseñar la lengua inglesa es innegable incluso en países islámicos y religiosos como Irán. Sin embargo, para evitar la "invasión cultural", el gobierno iraní decidió prohibir la enseñanza del inglés en el plan de estudios oficial de las escuelas primarias y pidió a un equipo de expertos elegidos por la Organización para la Investigación y la Planificación Educativa que diseñara libros de texto de inglés localizados para los alumnos de K12. Así, en respuesta a los cambios en el plan de estudios y al papel vital de los libros de texto en la enseñanza de idiomas, una gran cantidad de estudiosos iraníes investigaron cuantitativamente los libros de texto diseñados localmente en la enseñanza de idiomas, centrándose en los objetivos, el contenido, la cultura, la representación de género y la mejora de las habilidades lingüísticas de los estudiantes. Sin embargo, la literatura anterior no tiene en cuenta el papel del contenido visual en la transmisión de la cultura de la lengua meta. Por lo tanto, en este estudio, investigamos las referencias culturales y las dimensiones culturales de la representación del contenido visual en dos series de libros de texto en
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Aliakbari, M. (2004). The place of culture in the Iranian ELT textbooks in high school level. Proceedings of the 9th Pan-Pacific Association of Applied Linguistics Conference, Korea.
Alimorad, Z. (2015). A critical evaluation of inter- and intra-cultural encounters of textbooks: Insights from Iran. Modern Journal of Language Teaching Methods, 5(1), 20–27.
Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56 (1), 57-64. http://dx.doi.org/10.1093/elt/56.1.57
Alptekin, C. (2005). Dual language instruction: Multiculturalism through a lingua franca. TESOL Symposium on Dual Language Education: Teaching and Learning Two Languages in the EFL Setting. September 23, 2005. Bogaziçi University, Istanbul, Turkey.
Altheide, D. L. (1996). Qualitative media analysis. SAGE.
Ansary, H., & Babaii, E. (2002). Universal characteristics of EFL/ESL textbook: A step towards systematic textbook evaluation. The Internet TESL Journal, 8(2), 1-8.
Arabloo, P. (2015). The Iranian junior high school English textbook “Prospect 1” from teachers’ point of view. International Journal of Language Learning and Applied Linguistics, 9(1), 85–91.
Asakereh, A., Yousofi, N., & Weisi, H. (2019). Critical content analysis of English textbooks used in the Iranian education system: Focusing on ELF features. Issues in Educational Research, 29(4), 1016-1038.
Banks, M. (2007). Using visual data in qualitative research. SAGE.
Bex, A. R. (1994). The problem of culture and English language teaching in Europe. IRAL, 32(1), PP. 57-67.
Bohnsack, R. (2008). The interpretation of pictures and the documentary method. Forum: Qualitative Social Research, 9(3), Art. 26. https://doi.org/10.17169/fqs-9.3.1171
Brown, H. D. (1994). Principles of language learning and teaching. Prentice Hall.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Cortazzi, M., & Jin, L. (1999). Cultural mirrors, materials and methods in the EFL classroom. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp. 196-219). Cambridge University Press.
Curdt-Christiansen, X. L., & Weninger, C. (Eds.). (2015). Language, ideology and education: The politics of textbooks in language education. Routledge.
Dahmardeh, M., & Kim, S-D. (2020). Gender representation in Iranian English language coursebooks: Is sexism still alive? English Today, 36(1), 12-22. https://doi.org/10.1017/S0266078419000117
Donaghy, K., & Xerri, D. (2017). The image in ELT: An introduction. In K. Donaghy & D. Xerri (Eds.), The image in English language teaching (pp. 1-12). Gutenberg Press.
Farrokhi, F., & Saadi, M. (2013). Iranian EFL learners’ perception with respect to tasks in comparison with the actual content of the textbooks. Theory and Practice in Language Studies, 3(1), 163-174. https://doi.org/10.4304/TPLS.3.1.163-174
Fleet, M. (2006). The role of culture in second or foreign language teaching: Moving beyond the classroom experience. ED491716. https://files.eric.ed.gov/fulltext/ED491716.pdf
Gao, F. (2006). Language is culture – On intercultural communication. Journal of Language and Linguistics, 5(1), 58-67.
Gheitasi, M., Aliakbari, M., & Yousofi, N. (2020). Evaluation of culture representation in Vision English textbook series for Iranian secondary public education. Journal of English Language Teaching and Learning, 12(26), 145-173. https://doi.org/10.22034/ELT.2020.11471
Ghiyasiyan, M., Seraj, F., & Bahreini, M. (2017). A content analysis of the ninth grade English textbook according to Iranian-Islamic culture and identity. Journal of Curriculum Studies, 11(43), 125-144.
Gholami Pasand, P., & Ghasemi, A. A. (2018). An intercultural analysis of English language textbooks in Iran: The case of English Prospect series. Apples – Journal of Applied Language Studies, 12(1), 55-70. https://doi.org/10.17011/apples/urn.201804172107
Gotschi, E., Freyer, B., & Delve, R. (2008). Participatory photography in cross-cultural research: A case study of investigating farmer groups in rural Mozambique. In P. Liamputtong (Ed.), Doing cross-cultural research: Ethical and methodological perspectives (pp. 213–231). Springer.
Halliday, M. A. K. (1975). Learning how to mean. In E. H. Lenneberg & E. Lenneberg (Eds.), Foundations of language development: A multidisciplinary approach (pp. 239-265). Academic Press.
Hao, X., Wu, B., Morrison, A. M., & Wang, F. (2016). Worth thousands of words? Visual content analysis and photo interpretation of an outdoor tourism spectacular performance in Yangshuo-Guilin, China. Anatolia, 27(2), 201-213. https://doi.org/10.1080/13032917.2015.1082921
Hill, D. A. (2003). The visual elements in EFL coursebooks. In B. Tomlinson (Ed.), Developing materials for language teaching (pp. 174-182). Bloomsbury. http://dx.doi.org/10.5040/9781474211826.ch-010
Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288. https://doi.org/10.1177%2F1049732305276687
Jahangard, A. (2007). Evaluation of EFL materials taught at Iranian public high schools. The Asian EFL Journal, 9(2), 130-150.
Jalalian Daghigh, A., & Rahim, H. A. (2020). Neoliberalism in ELT textbooks: An analysis of locally developed and imported textbooks used in Malaysia. Pedagogy, Culture & Society. https://doi.org/10.1080/14681366.2020.1755888
Jenkins, J. (2005). ELF at the gate: The position of English as a lingua franca. Humanizing Language Teaching, 7(2). http://old.hltmag.co.uk/mar05/idea.htm
Jiang, W. (2000). The relationship between culture and language. ELT Journal, 54(4), 328- 334. https://doi.org/10.1093/elt/54.4.328
Kachru, B. (1986). The power and politics of English. World Englishes, 5,(2-3), 121-140. https://doi.org/10.1111/j.1467-971X.1986.tb00720.x
Keles, U., & Yazan, B. (2020). Representation of cultures and communities in a global ELT textbook: A diachronic content analysis. Language Teaching Research. https://doi.org/10.1177/1362168820976922
Khajavi, Y., & Abbasian, R. (2011). English language teaching, national identity and globalization in Iran: The case of public schools. International Journal of Humanities and Social Science, 1(10), 181-186.
Khanshir, A. A., & Mahammadifard, E. (2015). An evaluation of Prospect book (Prospect 1). Theory and Practice in Language Studies, 5(3), 458–492. http://dx.doi.org/10.17507/tpls.0503.05
Krippendorff, K. (2004). Content analysis: An introduction to its methodology. SAGE.
Lee, J. F. K., & Li, X. (2020). Cultural representation in English language textbooks: A comparison of textbooks used in mainland China and Hong Kong. Pedagogy, Culture & Society, 28(4), 605-623. https://doi.org/10.1080/14681366.2019.1681495
Mallahi, B., Afraz, S. (2018). A breath of fresh air into Iranian English textbooks evaluation of English textbook “Vision 2” for Iranian high school students from teachers’ perspectives. International Linguistics Research, 1(2), 89-97. https://doi.org/10.30560/ilr.v1n2p89
McKay, S. L. (2003). The cultural basis of teaching English as an international language. TESOL Matters, 13(4), 1-6.
McKay, S.L. (2004). Western culture and the teaching of English as an international language. English Teaching Forum Online, 42(2), 10-14.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey Bass.
Nguyen, T. T. M., Marlina, R., & Cao, T. H. P. (2020). How well do ELT textbooks prepare students to use English in global contexts? An evaluation of the Vietnamese English textbooks from an English as an international language (EIL) perspective. Asian Englishes. http://doi.org/10.1080/13488678.2020.1717794
Papi, Z. (2015). Evaluation of Prospect 1 in terms of task types. International Journal of Humanities and Social Sciences, 5(2), 238–244.
Qoriah, M. (2020). An analysis of visual social semiotics in English textbook. Edukasi: Jurnal Pendidikan Dan Pengajaran, 7(1), 6-18. ttps://doi.org/https://doi.org/10.19109/ejpp.v6i2.5518
Quine, W. V. (1980). From a logical point of view: Nine logico-philosophical essays. Harvard University Press.
Rahpeyma, A., & Khoshnood, A. (2015). An analysis of learning objectives in Iranian junior high school English textbooks based on Bloom’s Revised Taxonomy. International Journal of Education and Literary Studies, 3(2), 44–55.
Rajabi, S., & Ketabi, S. (2012). Aspects of cultural elements in prominent English textbooks for EFL setting. Theory and Practice in Language Studies, 2(4), 705-712. http://dx.doi.org/10.4304/tpls.2.4.705-712
Rahimi, M., & Hassani, M. (2012). Attitude towards EFL textbooks as a predicator of attitude towards learning English as a foreign language. Procedia Social and Behavioral Sciences, 31, 66-72. http://dx.doi.org/10.1016/j.sbspro.2011.12.018
Rashidi, N., & Meihami, H. (2016). Hidden curriculum: An analysis of cultural content of the ELT textbooks in inner, outer, and expanding circle countries. Cogent Education, 3(1), 1212455. http://dx.doi.org/10.1080/2331186X.2016.1212455
Romney, C. (2012). Images in ELT textbooks: Are they just decoration? In A. Stewart & N. Sonda (Eds.), JALT2011 Conference proceedings (pp. 392-398). JALT. https://jalt-publications.org/files/pdf-article/jalt2011-038.pdf
Romney, C., & Bell, L. (2012). The role of graphics in business English textbooks. In K. Bradford-Watts, R. Chartrand, & E. Skier (Eds.), The 2011 Pan-SIG Conference proceedings (pp. 210-219). JALT.
Rose, G. (2001). Visual methodologies: An introduction to the interpretation of visual materials. SAGE.
Sapir, E. (1962). Culture, language and personality. University of California.
Seidlhofer, B. (2001). Closing a conceptual gap: The case for a description of English as a lingua franca. International Journal of Applied Linguistics, 11(2), 133-158. https://doi.org/10.1111/1473-4192.00011
Shin, J., Eslami, Z., & Chen, W.C. (2011). Presentation of local and international culture in current international English-language teaching textbooks. Language, Culture and Curriculum, 24(3), 253–268. http://dx.doi.org/10.1080/07908318.2011.614694
Solgi, F., & Tafazoli, D. (2018). The necessity of teaching culture in English as a foreign language course: Iranian perspective. Journal of Language and Linguistic Studies, 14(3), 1-11. http://www.jlls.org/index.php/jlls/article/view/691/389
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12-01-2022
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Tafazoli, D., & Egan, K. (2022). Antagonismo entre las culturas occidental e islámicas en libros de texto de inglés iraníes . Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras, (37), 63–88. https://doi.org/10.30827/portalin.vi37.21243
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