Antagonism between western and Islamic cultures in Iranian English textbooks
DOI:
https://doi.org/10.30827/portalin.vi37.21243Keywords:
Islamic ideology, Islamic culture, Iranian English textbook, culture representation, Western cultureAbstract
Due to its worldwide usage, the necessity of teaching the English language is undeniable even in Islamic and religious countries like Iran. However, in order to avoid ‘cultural invasion’, the Iranian government decided to ban teaching English in the official curriculum of primary schools and asked a team of experts chosen by the Organization for Educational Research and Planning to design localized English textbooks for students in K12. Thus, in response to curriculum changes and the vital role of textbooks in language education, a plethora of Iranian scholars quantitively investigated the locally designed textbooks in language education focusing on objectives, content, culture, gender representation, and improvement of students’ language skills. However, the previous literature does not consider the role of visual content in transmitting the target language culture. Thus, in this study, we investigated the cultural references and cultural dimensions of visual content representation in two series of English language textbooks called ‘English for Schools’ (Prospect 1-3 and Vision 1-3). Due to the nature of the study, we applied qualitative visual content analysis for grouping and categorizing data. The analysis of the visual content of the textbooks revealed that the utmost portion of all six books has been devoted to
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References
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Ahmadi, A., & Derakhshan, A. (2015). An evaluation of Iranian junior high school English textbooks “Prospect 1” and its old version “Right Path to English” from teachers’ perceptions. International Journal of English Language and Literature Studies, 4(1), 37–48. https://doi.org/10.18488/journal.23/2015.4.1/23.1.37.48
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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.
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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.
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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
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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.
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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
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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
Song, B. (2019). Exploring the cultural content in Chinese ELT textbooks from intercultural perspectives. Journal of Asia TEFL, 16(1), 267-278. http://dx.doi.org/10.18823/asiatefl.2019.16.1.17.267
Strauss, V. (2018, January 9). Iran bans teaching English in primary schools. The Washington Post. https://www.washingtonpost.com/news/answer-sheet/wp/2018/01/08/iran-bans-teaching-english-in-primary-schools/
Tajeddin, Z., & Pakzadian, M. (2020). Representation of inner, outer and expanding circle varieties and cultures in global ELT textbooks. Asia-Pacific Journal of Second and Foreign Language Education, 5(10). https://doi.org/10.1186/s40862-020-00089-9
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Published
2022-01-12
How to Cite
Tafazoli, D., & Egan, K. (2022). Antagonism between western and Islamic cultures in Iranian English textbooks. Porta Linguarum An International Journal of Foreign Language Teaching and Learning, (37), 63–88. https://doi.org/10.30827/portalin.vi37.21243
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