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Exploring the Path to Humanized L2 Education in Iran: A Qualitative Study of Determinants | ||
| Journal of Language Horizons | ||
| مقاله 6، دوره 9، شماره 1 - شماره پیاپی 23، خرداد 2025، صفحه 141-168 اصل مقاله (512.2 K) | ||
| نوع مقاله: Research article | ||
| شناسه دیجیتال (DOI): 10.22051/lghor.2025.47214.1931 | ||
| نویسندگان | ||
| Sajjad Zahedi Moghaddam1؛ Behruz lotfi Gaskaree* 2؛ Nasser Fallah3 | ||
| 1M.A in TEFL, Department of English Language, Faculty of Literature and Humanities, University of Zabol, Zabol, , Iran | ||
| 2Assistant Professor of TEFL, Department of English Language, Faculty of Literature and Humanities, University of Zabol, Zabol,, Iran | ||
| 3Assistant Professor of TEFL, Department of English Language, Faculty of Literature and Humanities, University of Zabol, Zabol, Iran | ||
| چکیده | ||
| Humanized pedagogy centers on student agency, diversity, and holistic development. Despite a growing international interest, there is a lack of research on operationalizing this approach within the Iranian EFL context. This study explored the determinants of implementing humanized pedagogy in English as a Foreign Language (EFL) education in Iran. The qualitative study involved semi-structured interviews and life history narratives from seven university lecturers and five school teachers in Iran. Thematic analysis identified two key themes as determinants of humanized L2 education in Iran: 1) aligning education systems with new student-centered paradigms, including redefining educational goals, improving teacher-student relationships, involving students in assessment, integrating technology, and bridging local and global perspectives, 2) implementing participatory curriculum development by fostering collaboration among stakeholders, cultivating shared ownership, and nurturing democratic values. Comprehensively modernizing curriculum, instructional approaches, and stakeholder engagement are crucial for transitioning toward humanized EFL education in Iran. This involves policy shifts, updated teacher training, balanced integration of localization and globalization, and iterative curriculum review processes engaging diverse voices. The study discusses implications based on its findings for implementing humanizing pedagogies, and it provides a contextual model for identifying determinants that can inform efforts to implement humanizing pedagogies across educational settings. | ||
| کلیدواژه‌ها | ||
| Educational Paradigms؛ English as a Foreign Language؛ Holistic Development؛ Humanized Pedagogy؛ Participatory Curriculum Development | ||
| عنوان مقاله [English] | ||
| بررسی مسیر انسانی سازی آموزش زبان دوم در ایران: مطالعه کیفی عوامل تعیین کننده | ||
| نویسندگان [English] | ||
| سجاد زاهدی مقدم1؛ بهروز لطفی گسکریی2؛ ناصر فلاح3 | ||
| 1کارشناسی ارشد آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه زابل، زابل، ایران | ||
| 2استادیار آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه زابل، زابل، ایران | ||
| 3استادیار آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه زابل، زابل، ایران | ||
| چکیده [English] | ||
| انسانی‌سازی آموزش مبتنی برکنشگری فراگیر، گوناگونی، و رشد همه جانبه یادگیرنده است. علیرغم علاقه فزاینده جهانی به انسانی‌سازی آموزش، مطالعه ای در خصوص عملیاتی کردن این رویکرد در برنامه آموزشی انگلیسی بعنوان زبان خارجی ایران وجود ندارد. این مطالعه به بررسی عوامل تعیین کننده در اجرای انسانی‌سازی آموزش زبان انگلیسی در ایران می‌پردازد. داده ها از طریق مصاحبه‌ی نیمه ساختاریافته و روایت‌گری با 12 مدرس زبان انگلیسی در مدارس و دانشگاه‌های ایران جمع آموری گردید. تحلیل مضمون داده ها دو عامل تعیین‌کننده برای انسانی‌سازی آموزش زبان انگلیسی در ایران معرفی نمود. عامل تعیین کنده اول شامل انطباق نظام‌های آموزشی با پارادایم‌های آموزشی جدید و دانش‌آموز محور و در نتیجه آن بازتعریف اهداف آموزشی، بهبود روابط معلم و دانش‌آموز، مشارکت دادن دانش‌آموزان در ارزشیابی، ادغام فناوری، و پر کردن شکاف میان رویکردهای بومی و جهانی می باشد. تدوین برنامه درسی مشارکتی با تقویت همکاری بین عوامل دست اند کار، رشد مسولیت‌پذیری مشترک و پرورش ارزش‌های دموکراتیک برای بازنگری جامع برنامه درسی و رویکردهای آموزشی با مشارکت همه عامل دیگری است که برای انسانی‌سازی آموزش زبان انگلیسی در ایران بسیار مهم است. این تحولات شامل تغییر سیاستگزاری آموزشی، روزآمد سازی برنامه تربیت معلم ، متوازن سازی رویکردهای بومی و جهانی، و بازنگری مداوم برنامه آموزشی در جهت برخورداری از نظرات همه دست‌اندرکاران می باشد. این مطالعه پیشنهاداتی مبتنی بر یافته‌های خود را برای عملیاتی کردن انسانی‌سازی آموزش مورد بحث قرار می‌دهد و با ارایه مدلی بنیادین از عوامل تعیین‌کننده به تلاش‌ها برای انسانی‌سازی آموزش در محیط‌های آموزشی کمک می نماید. | ||
| کلیدواژه‌ها [English] | ||
| انگلیسی بعنوان زبان دوم, پارادیم های آموزشی, تدوین مشارکتی برنامه درسی, رشد همه جانبه, انسانی سازی آموزش | ||
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آمار تعداد مشاهده مقاله: 379 تعداد دریافت فایل اصل مقاله: 56 |
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