اخبار و اعلانات
آمار
| تعداد نشریات | 38 |
| تعداد شماره‌ها | 1,240 |
| تعداد مقالات | 8,994 |
| تعداد مشاهده مقاله | 7,845,076 |
| تعداد دریافت فایل اصل مقاله | 4,706,668 |
لزوم جهانی ـ بومی‌سازی و گسست معرفت‌شناختی (اپیستمیک) از غرب در آموزش زبان‌های خارجی: راهبردهایی برای تقویت نظام عقیدتی در پساروش | ||
| پژوهش در مسائل تعلیم و تربیت اسلامی | ||
| مقاله 5، دوره 28، شماره 49، بهمن 1399، صفحه 121-139 اصل مقاله (452.79 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| نویسندگان | ||
| سجاد فرخی پور* 1؛ احسان مصطفی پور2؛ مسعود شیبک3؛ هادی خوشنودی4 | ||
| 1نویسنده مسئول: استادیار گروه الهیات، مجتمع آموزش عالی شهید محلاتی، قم | ||
| 2مدرس گروه دروس عمومی و سازمانی، مجتمع آموزش عالی شهید محلاتی، قم | ||
| 3کارشناسی ارشد | ||
| 4مدرس گروه الهیات، مجتمع آموزش عالی شهید محلاتی، قم | ||
| تاریخ دریافت: 11 تیر 1398، تاریخ بازنگری: 14 شهریور 1398، تاریخ پذیرش: 12 آبان 1398 | ||
| چکیده | ||
| با گذار به پسامدرن، مرزهای مفهومی بسیاری از مبانی عقیدتی و فرهنگی ازبین رفته است و برهمین‌اساس، مفاهیم بنیادینی همانند هویت و جهان‌بینی در نظام‌های عقیدتی و فرهنگ‌های بومی با چالش جدی مواجه شده است. دراین‌میان، یکی از جنبه‌های مهم جهانی‌سازی و کالایی‌سازی معرفت‌شناختی که بر ساخت هویت و جهان‌بینی و نظام عقیدتی بومی تأثیر می‌گذارد، آموزش زبان‌های خارجی است. ازآنجاکه مبانی معرفت‌شناختی انقلاب اسلامی و اسلام در تضاد با معرفت‌شناختی کشورهای معیار زبان قرار دارد، این چالش در کشور ما شدیدتر و لزوم گسست شناخت‌شناسی از مبانی امپریالیستی غربی در آموزش زبان خارجی جدی‌تر به‌نظر می‌رسد. نظربه‌اینکه درجهت این گسست و بومی‌سازی این آموزش‌ها در کشور تقریباً هیچ اقدام واقعی در سطح کلان انجام نگرفته است، مطالعه حاضر تلاشی است تا با روش سندپژوهی و بررسی جریان‌‌های نظری جهانی بومی‌سازی آموزش زبان در دیگر کشورها، یک قالب کار بومی برای بومی‌سازی جریان تولید دانش، روش تدریس، برنامه‌ریزی آموزشی و تولید محتوا ارائه نماید. نتایج حاکی از آن است که در ابعاد اصطلاح‌شناسی‌های آموزشی، تولید دانش، روش‌شناسی، فرهنگ‌پذیری زبانی و طراحی سیلابس، نیازمند تغییرات بنیادین در آموزش زبان‌های خارجی هستیم. درهمین‌راستا، با درنظرگرفتن دغدغه‌های کلان نظام و منویات مقام معظم رهبری، راهبردهایی در این زمینه ارائه شده است. نتایج این تحقیق برای تصمیم‌سازان آموزشی و فرهنگی، آموزش عالی کشور، آموزش‌وپروش و محققان در زمینه آموزش زبان و تربیت معلم کاربرد دارد. | ||
| کلیدواژه‌ها | ||
| آموزش زبان؛ اپیستم (معرفت/ شناخت)؛ پساروش؛ جهانی ـ بومی‌سازی؛ نظام عقیدتی؛ هویت | ||
| عنوان مقاله [English] | ||
| Departure from the West in Foreign Language Teaching Strategies for Consolidation of the Ideological System in the Post-method DOR:20.1001.1.22516972.1399.28.49.5.6 | ||
| نویسندگان [English] | ||
| Sajjad Farrokhipoor1؛ Ehsan Mostafapoor2؛ Masoud Shibak3؛ Hadi Khoshnoodi4 | ||
| 1Corresponding author: PhD in English language teaching, assistant professor of the Department of Theology, Shahid Mahallati Higher Education Complex-Qom | ||
| 2PhD in sociology, organizational instructor, Shahid Mahallati Higher Education Complex - Qom | ||
| 3Master’s degree, Lecturer | ||
| 4PhD in Jurisprudence and principles, organizational instructor of theology at the Department of Theology, Shahid Mahallati Higher Education Complex - Qom | ||
| چکیده [English] | ||
| Moving into the postmodernism era, the conceptual boundaries of many ideological and cultural foundations have been disrupted. Accordingly, fundamental concepts such as identity and worldview in indigenous belief systems and cultures have been deeply challenged. In the meantime, teaching foreign languages, has occupied an important aspect of epistemological globalization and commodification that deeply affects the nature of identity and worldview and indigenous ideological system. Since the epistemological foundations of the Islamic Revolution and that of Islam are in conflict with the epistemological foundations of the native language countries, this challenge seems more acute in Iran and the need for a cognitive separation from the Western imperialist bases of foreign language teaching is felt more critical. Considering the fact that almost no real measure has ever been taken to address this phenomenon, and for the localization of foreign language teaching in the country, this study is intended to make an attempt for its localization through documentary research and the study the global theoretical currents, localization of language teaching and material preparation, arrangement for knowledge development, teaching methodology, and educational planning in other countries. The results indicated that in the fields of educational terminology, knowledge development, methodology, linguistic acculturation and syllabus design, there is a need for fundamental changes in foreign language teaching. In this regard, strategies must be proposed considering the major concerns of the state and the decrees of the Supreme Leader. The results of this research can be employed by educational, cultural, and higher educational the decision makers, and researchers in the field of language teaching and teacher training. | ||
| کلیدواژه‌ها [English] | ||
| language teaching, epistemology (knowledge / cognition), post method, globalization, glocalization, ideological system, identity | ||
| مراجع | ||
|
Ali, N. L. (2013). A changing paradigm in language planning: English-medium instruction policy at the tertiary level in Malaysia. Current Issues in Language Planning, 14(1), 73-92.
Allwright, R. L. (2003). Exploratory Practice: Rethinking practitioner research in language teaching. Language Teaching Research, 7, 113–141.
Ashcroft, B. Griffiths, G., & Tiffin, H. (1998). Key concepts in post-colonial studies. New York: Routledge.
Atay, D., & A. Ece. (2009). Multiple identities as reflected in English language education: The Turkish perspective. Journal of Language, Identity, and Education, 8(1), 21–34.
Choi, T,H. (2016). Glocalization of English language education: Comparison of three contexts in East Asia. 10.1007/978-981-287-940-0_10.
Chung, J., & Choi, T.-H. (2014). English Education Policies in South Korea: Planned and Enacted. In R. Kirkpatrick (Ed.), English education policy in Asia.
Cook, V. (Ed.). (2002). Portraits of the L2 user. Clevedon: Multilingual Matters.
Crystal, D. (2003). English as a Global Language. New York, USA: Cambridge University Press.
Ferguson, H. (2009). Self-identity and everyday life. London: Routledge
Giddens, A. (1990). The consequences of modernity. Cambridge: Polity Press.
Graddol, D. (2006). English next: Why global English may mean the end of “English as a foreign language”. London, UK: British Council.
Ha, P. L. (2009). English as an international language: International student and identity formation. Language and Intercultural Communication, 9, 201-214.
Higgins, C. (2009). English as a local language: Post-colonial identities and multilingual practices. Bristol: Multilingual Matters.
Holliday, A. (2009). English as a lingua franca, “Non-native speakers” and cosmopolitan realities. In F. Sharifian (Ed.), English as an international language: Perspectives and pedagogical issues. NY: Multilingual Matters.
Hosoki, Y. (2011). English language education in Japan: Transitions and challenges, p. 99-215.
Hu, G., & McKay, S. L. (2012). English language education in East Asia: Some recent developments. Journal of Multilingual and Multicultural Development, 33(4), 345-362.
Jenkins, R. (2004). Social Identity. London: Routledge
Kazemi, S.A, Aidinlou, N & Davatgar, H (2017). Manifestations of globalization and linguistic imperialism in English language teaching and materials preparation: ideology in the international ELT textbooks. Relp, 5(2), 223-246.
Ke, I.-C. (2010). Global English and world culture: A study of Taiwanese university students’ worldviews and conceptions of English. Journal of English as an International Language, 5, 81-100.
Ke, I.-C. (2012). English as a lingua franca (ELF) in intercultural communication: Findings from ELF online projects and implications for Taiwan’s ELT. Taiwan Journal of TESOL, 9(2), 41-62.
Kumaravadivelu, B. (2003b). A postmethod perspective on English language teaching. World Englishes, 22, 539–550.
Kumaravadivelu, B. (2006). Understanding language teaching: From method to post-method. Mahwah, NJ: Lawrence Erlbaum.
Kumaravadivelu, B. (2008). Cultural globalization and language education. New Haven, CT: Yale University Press.
Lin, A. (Ed.). (2008). Problematizing identity. New York: Lawrence Erlbaum.
Mahboob, A. (2009). English as an Islamic language: A case study of Pakistani English. World Englishes, 28(2), 175–189.
Maley, A. (2009). ELF: a teacher’s perspective. Language and Intercultural Communication, 9(3), 187–200.
Matsuda, A. (2003). The ownership of English in Japanese secondary schools. World Englishes, 22, 483-496.
McCrum, R. (2010). Globish: How the English language became the world’s language. London: W.W. Norton.
McKay, S.L. (2009). Pragmatics and EIL pedagogy. In F. Sharifian (Ed.), English as an international language: Perspectives and pedagogical issues (pp. 227–241). Bristol, UK, Buffalo, NY: Multilingual Matters.
Modiano, M. (2009). EIL, native-speakerism and the failure of European ELT. In F. Sharifian (Ed.), English as an international language: Perspectives and pedagogical issues (pp. 58–77). Bristol, UK, Buffalo, NY: Multilingual Matters.
Moss, P. (2008). Toward a new public education: Making globalization work for us all. Child Development Perceptions, 2(2), 114-119.
Mufwene, S. S. (2005). Globalization and the myth of killer languages. Hildesheim/New York: Georg Olms Verlag.
Nunan, D. (2004). Task-based language teaching. Cambridge, England: Cambridge University
Pennycook, A. (1989). The concept of method, interested knowledge, and the politics of language. TESOL Quarterly, 23(4), 589–618.
Pennycook, A. (1994). The cultural politics of English as an international language. London: Longman.
Pennycook, A. (1998). English and the discourses of colonialism. New York: Routledge.
Pennycook, A. (2007). Global Englishes and transcultural flows. New York, NY: Routledge.
Pennycook, A. (2010). Language as a local practice. New York, NY: Routledge
Robertson, R. (1995). Glocalization: Time-space and homogeneity-heterogeneity, (pp. 25-44). London: Sage Publications.
Robertson, R. (2014). European Glocalization in Global Context, London: Palgrave Macmillan.
Salimi, E.A & Safarzadeh, M,M. (2018). A Model and Questionnaire of Language Education Glocalization in Iran. International Journal of Instruction. 12(1), 1639-1652.
Sharifian, F. (2009). English as an international language: An overview. In F. Sharifian (Ed.), English as an international language: Perspectives and pedagogical issues (pp. 1–18). Bristol, UK, Buffalo, NY: Multilingual Matters.
Sharifian, F. (2016). "Glocalisation" of the English Language: A Cultural Linguistics Perspective. Kemanusiaan The Asian Journal of Humanities. 23. 1-17.
Sharifian, F. (2018). Glocalization of English. The language. https://doi.org/10.1002/9781118784235.eelt0637
Shi, X. (2013). The glocalization of English: A Chinese case study. Journal of Developing Societies, 29(2), 89-122.
Smith, L. T. (1999). Decolonizing methodologies: Research and indigenous people. London: Zed Books.
Swales, J. (2004). Research genres. Cambridge, UK: Cambridge University Press.
Tong, H. K. & Cheung, L. H. (2011). Cultural identity and language: a proposed framework for cultural globalization and glocalisation. Journal of Multilingual and Multicultural Development, 32(1), 55-69.
Vellenga, H. (2004). Learning pragmatics from ESL and EFL textbooks: How likely? TESL-EJ, 8(2).
Viryapanyanont, T , et. al (2019). Teacher Supervision Program to Enhance Teacher’s Learning to Teach Glocal Englishes. International Journal of Language and Linguistics, 6(2), 133-143.
Widin, J. (2010). Illegitimate practices: Global English language education. Bristol: Multilingual Matters.
Xu, Z. 2014. A cultural linguistics approach to Asian Englishes. Asian Englishes 16(2): 173–179 | ||
|
آمار تعداد مشاهده مقاله: 448 تعداد دریافت فایل اصل مقاله: 286 |
||