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An Ethnographic Inquiry into Persian and English Education in the School of the Embassy of India in Iran: Marginalization of Persian in its Homeland | ||
| Journal of Language Horizons | ||
| دوره 4، شماره 2 - شماره پیاپی 8، مهر 2020، صفحه 37-60 اصل مقاله (510.07 K) | ||
| نوع مقاله: Research article | ||
| شناسه دیجیتال (DOI): 10.22051/lghor.2020.30024.1251 | ||
| نویسندگان | ||
| Khadijeh Karimi Alavijeh* 1؛ Mona Hosseini2 | ||
| 1Department of English Language and Literature, Faculty of Literature, Alzahra University, Tehran, Iran | ||
| 2The faculty of Modern Languages and Communications, University Putra, Malaysia | ||
| چکیده | ||
| Language marginalization is one of the main concerns of many nations. Several driving forces may endanger indigenous languages including globalization, hegemonic ambitions such as colonialism, and the lack of proper language planning and policy at national and international levels. This research is an ethnographic study to explore the status of Persian compared to English among the members of an Indian community residing in Iran. The data of this qualitative study was collected through semi-structured interviews with 18 teachers and parents of the students in the School of the Embassy of India in Tehran, Iran, as well as one-year observations of this school, accompanied with detailed field notes, and general investigation of the Persian and English course materials taught at this school. Thematic analysis of the data revealed that English holds the highest status among the members of this Indian community. This is while, on the one hand, members of this community are in urgent need for Persian due to their communicative and educational demands during their residence in Iran, and on the other hand, the Iranian Act of Foreign Citizen’s Schools has required quality Persian instruction and supervision in Iranian Schools for International Citizens. This study illustrates how Persian is marginalized in its homeland because of the postcolonial remnants and neocolonial forces of English dominance which lead to over-appreciation of English among members of this community, along with the absence of Iranian language policies' implementation monitoring, and poor Persian instruction. | ||
| کلیدواژه‌ها | ||
| School of the Embassy of India؛ English dominance؛ Persian marginalization؛ ethnographic inquiry؛ contributing factors | ||
| عنوان مقاله [English] | ||
| پژوهش قوم‌نگارانۀ آموزش زبان فارسی و انگلیسی در مدرسۀ سفارت هند در ایران: در‌حاشیه‌قرار‌گرفتن زبان فارسی در موطن خود | ||
| نویسندگان [English] | ||
| خدیجه کریمی علویجه1؛ مونا حسینی2 | ||
| 1استادیار، گروه زبان و ادبیات انگلیسی، دانشکدۀ ادبیات، دانشگاه الزهرا، تهران، ایران | ||
| 2دانشجوی دکتری آموزش زبان انگلیسی، دانشکدۀ زبان‌ها و ارتباطات نوین، دانشگاه پوترا، پوترا، مالزی | ||
| چکیده [English] | ||
| یکی از دغدغه‌های اصلی بسیاری از ملت‌ها در حاشیه قرار گرفتن زبان آنها است. عوامل بسیاری می‌تواند زبان‌های بومی را درمعرض‌خطر قراردهد ازجمله، جهانی‌شدن، اهداف سلطه‌طلبانه مانند استعمارگری و فقدان برنامه‌ریزی و سیاست مناسب زبانی درسطح ملی و بین‌المللی. پژوهش حاضر، جستاری قوم‌نگارانه است برای بررسی وضعیت زبان فارسی درمقایسه با زبان انگلیسی در میان جامعه‌ای از هندیان مقیم ایران. داده‌های این پژوهش کیفی ازطریق مصاحبه‌های شبه‌ساختارمند با هجده نفر از معلمان و والدین دانش‌آموزان مدرسۀ سفارت هند در تهران، انجام مشاهدات میدانی یک‌ساله در این مدرسه، یادداشت‌برداری با جزئیات دقیق و بررسی کلیِ منابع آموزشی فارسی و انگلیسی این مدرسه جمع‌آوری شد. تحلیل موضوعی داده‌ها حاکی از آن بود که زبان انگلیسی بالاترین جایگاه زبانی را در میان اعضای این جامعه دارد. این در حالی است که از یک سو اعضای این جامعه، برای رفع نیازهای آموزشی و ارتباطی خود در مدت اقامت در ایران به زبان فارسی نیاز مبرم دارند و از سوی دیگر، قانون مدارس اتباع خارجی ایران آموزش باکیفیت زبان فارسی و نظارت بر حسن اجرای آن را در مدارس اتباع غیرایرانی الزام‌آور دانسته‌است. این پژوهش نشان می‌دهد که چگونه ذهنیت به‌جامانده از دورۀ پسااستعمار و سیطرۀ زبان انگلیسی به‌شیوۀ نواستعماری موجب بها دادن افراطی جامعۀ مورد مطالعه به این زبان گردیده و این امر به همراه فقدان نظارت برنحوۀ اجرای سیاست‌های زبانی ایران و ضعف آموزش زبان فارسی موجب شده‌است که زبان فارسی در موطن خود به حاشیه رانده شود. | ||
| کلیدواژه‌ها [English] | ||
| مدرسه سفارت هند در ایران, سیطره زبان انگلیسی, به حاشیه رانده شدن زبان فارسی, پژوهش قوم‌نگارانه, عوامل موثر | ||
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