Abstract
ABSTRACT Considering the uncontested global status of English today, overt and covert policies of English language teaching (ELT) have shaped a significant area of broader national language (education) policies. In this study we investigated nine major national policy documents to portray the overall official ELT policies in Iran. The documents were explored through qualitative content analysis in search of manifest statements and conceptual categories that provided educational policy directions. Adopting a view of policy as discourse, we coded statements directly related to ELT and those related to language education, as well as generic statements about all subject areas, which were interpreted to include the teaching and learning of English. The discursive climate of the overall official Iranian ELT policy appeared to be mainly shaped by policy directions focusing on Islamic values, Iranian Revolutionism, and character and morality, along with some language-teaching specifics. The findings may indicate that beyond issues of policy incompleteness, the Iranian official ELT policy may be suffering from policy indeterminacy. We argue that in contexts like Iran, more coherent ELT policies may be needed to account for both the ideological nature of English and its practical applicability in the world today.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
