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This book explores the evolution and challenges of English language and teacher education in Iran, offering a comprehensive analysis of its historical, cultural, societal, and pedagogical dimensions. It traces English language education from its early roots to the present, examining shifts in teaching methodologies, curriculum design, and the impact of technology, globalization, and government policies. Chapters address critical themes, including the historical development of foreign languages in Iran, current pedagogical challenges, national curriculum analysis, teacher effectiveness, and professional identity conflicts. By introducing the Multidimensional Contextual English Language Education Framework (MCELE), the book provides a novel lens to understand these complexities. It offers practical recommendations for educators, policymakers, and researchers to enhance English language teaching. With global case studies, this work is a vital resource for understanding English education in Iran and beyond, appealing to academics, students, and practitioners in applied linguistics, teacher education, and comparative education.
Table des matières
Chapter One From Imitation to Islamization Three Eras of Educational Reform in Iran.- Chapter Two A Historical Overview of Foreign Languages in Iran.- Chapter Three Current Landscape of English Language Teaching in Iran.- Chapter Four: A Critical Analysis of Iran's National English Language Curriculum.- Chapter Five: English Teacher Education in Iran.- Chapter Six Assessing English Teacher Effectiveness.- Chapter Seven Shaping Iranian English Teacher Educators Key Influencing Factors.- Chapter Eight The Urgent Need for Educational Reform: Challenges and Opportunities in Iranian ELT Teacher Education.
A propos de l'auteur
Amin Karimnia is an Associate Professor of Applied Linguistics at Islamic Azad University, Fa.C., Iran. His research on language education, teacher education, and cross-cultural communication has appeared in several international journals, including Language in Society, Education Research International, European Journal of Teacher Education, Semiotica, Reading Psychology, and Journal of Multicultural Discourses.
Résumé
This book provides a comprehensive analysis of the historical, cultural, and pedagogical evolution of English language and teacher education in Iran. It addresses critical themes such as curriculum design, teacher effectiveness, and professional identity while examining the profound impacts of globalization and policy. The author introduces the innovative Multidimensional Contextual English Language Education (MCELE) Framework to analyze these complexities and offer practical, globally relevant recommendations. This book is a vital resource for academics, policymakers, and practitioners in applied linguistics, teacher education, and comparative education worldwide.
