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Peace Education through Literary Works in English Language Classes | ||
| Journal of Language Horizons | ||
| مقاله 5، دوره 9، شماره 1 - شماره پیاپی 23، خرداد 2025، صفحه 119-140 اصل مقاله (419.65 K) | ||
| نوع مقاله: Research article | ||
| شناسه دیجیتال (DOI): 10.22051/lghor.2024.44693.1841 | ||
| نویسندگان | ||
| Saeed Rezaei* 1؛ Akram Ramezanzaderostami2 | ||
| 1Associate Professor, Languages and Linguistics Center, Sharif University of Technology, Tehran, Iran. | ||
| 2Assistant Professor, Department of English, Lorestan University, Khorramabad, Iran | ||
| چکیده | ||
| This paper reports a longitudinal case study of peace education in two English language courses namely Topical Conversation and Reading Comprehension. The participants, chosen through convenience sampling, were 15 (7 males and 8 females) Iranian English language learners with the age range of 18 to 24. Eight literary works imbued with peace, non-violence, and diversity values were used for the purpose of peace education in the two courses. Various qualitative tools of data collection, such as interviews, journals, classroom presentations, ethnographic field notes, and memos were used. These data sources were gathered from the two courses in two consecutive semesters at Sharif University of Technology in the city of Tehran, as part of a minor program in English language and literature. Then, the students’ progress was traced through their journal entries, classroom presentations, and the researchers’ own participatory observation and field notes. Hybrid thematic analysis was used to analyse the data. The findings showed that the two courses had a positive impact on the students’ overall awareness of peace values. Besides, the noteworthy themes extracted from the qualitative data included self-knowledge, knowledge of the local world, knowledge of others, peace with nature, and acknowledgment of and respect for diversities and unheard voices. Generally, the proposed literary works helped the participants reevaluate their stereotypical opinions about marginalized groups. | ||
| کلیدواژه‌ها | ||
| English Language Learners؛ Iran؛ Literature؛ Peace Education؛ Qualitative Research | ||
| عنوان مقاله [English] | ||
| آموزش صلح از طریق آثار ادبی در کلاسهای زبان انگلیسی | ||
| نویسندگان [English] | ||
| سعید رضائی1؛ اکرم رمضان زاده رستمی2 | ||
| 1دانشیار، مرکز زبان‌ها و زبان‌شناسی، دانشگاه صنعتی شریف، تهران، ایران | ||
| 2استادیار، گروه زبان انگلیسی، دانشگاه لرستان، خرم آباد، ایران | ||
| چکیده [English] | ||
| پژوهش حاضر یک مطالعه موردی طولی از آموزش صلح در دو کلاس زبان انگلیسی، به ترتیب کلاس مکالمه موضوعی و خواندن و درک مفاهیم، که در طی دو نیم‌سال تحصیلی پیوسته ارائه شده بود را گزارش می‌کند. شرکت‌کنندگان، که به روش نمونه‌گیری در دسترس انتخاب شدند، 15 فراگیر ایرانی زبان انگلیسی (7 مرد و 8 زن) 18 تا 24 ساله بودند. برخی از آثار مرتبط با ارزش‌های صلح، عدم خشونت، و تنوع جهت آموزش صلح در دو کلاس استفاده شد. ابزارهای کیفی مختلف برای جمع‌آوری داده‌ها همچون مصاحبه، روزانه‌نویسی، ارائه‌های کلاسی، یادآورنویسی و یادداشت‌های مردم‌نگاری محققین مورد استفاده قرار گرفت. برای تحلیل داده‌ها از تحلیل موضوعی ترکیبی استفاده شد. داده‌های پژوهش حاضر از دو کلاس درسی که بخشی از دوره فرعی زبان و ادبیات انگلیسی در دانشگاه صنعتی شریف بود جمع‌آوری شد. سپس پیشرفت دانش‌آموزان از طریق روزانه نویسی، ارائه‌های کلاسی و مشاهده مشارکتی محققین و یادداشت‌های میدانی ردیابی شد. نتایج نشان داد که دوره آموزشی در دو کلاس تأثیر مثبتی بر آگاهی کلی دانشجویان از ارزش‌های صلح داشتند. همچنین مضامین قابل توجه استخراج شده از داده‌های کیفی شامل خودشناسی، شناخت دنیای محلی، شناخت دیگران، صلح با طبیعت و تصدیق و احترام به تنوع و صداهای ناشنیده بود. به طور کلی، آثار ادبی پیشنهادی به شرکت‌کنندگان کمک کرد تا نظرات کلیشه‌ای خود را درباره گروه‌های به حاشیه رانده شده بازنگری کنند. | ||
| کلیدواژه‌ها [English] | ||
| آموزش صلح, ادبیات, ایران, پژوهش کیفی, فراگیران زبان انگلیسی | ||
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