پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 951 |
| تعداد مقالات | 7,816 |
| تعداد مشاهده مقاله | 12,997,429 |
| تعداد دریافت فایل اصل مقاله | 9,213,942 |
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 | ||
| مراجع | ||
|
Adjei, P. B. (2007). Decolonising knowledge production: The pedagogic relevance of Gandhian Satyagraha to schooling and education in Ghana. Canadian Journal of Education, 30(4), 1046-1067.
Ammon, U. (2001). The dominance of English as a language of science: Effects on other languages and language communities. Walter de Gruyter.
Baker, C. (2006). Foundations of bilingual Education and bilingualism (4th Ed). Archetype-IT Ltd.
Bhatt, R. M. (2010). World Englishes, globalization and the politics. In M. Saxena & T. Omoniyi (Eds.), Contending with globalization in world (pp. 93-108). Multilingual matters.
Bhattacharya, U. (2017). Colonization and English ideologies in India: A language policy perspective. Language policy, 16, 1-21. http://doi.org/10.1007/s10993-015-9399-2
Brewer, M. B. (2001). Intergroup identification and intergroup conflict: When does ingroup love become outgroup hate? In D. R. Ashmore, L. Jussim & D. Wilder (Eds.), Social identity, intergroup conflict, and conflict reduction (pp. 17-41). Oxford University Press.
Chandio, M. T., Jafri, S., & Ansari, K. (2014). The advent of British educational system and English language in the Indian subcontinent: A shift from engraftment to ultimate implementation and its impact on regional vernaculars. International Research Journal of Arts and Humanities, 42, 73-98.
Chang, J. (2006). Globalization and English in Chinese higher education. World Englishes, 25(3/4), 513-525.
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Sage.
Cogneau, D. (2003). Colonization, school and development in Africa: An empirical analysis. https://ideas.repec.org/p/dia/wpaper/dt200301.html
Crystal, D. (2000). Language death. Cambridge University Press.
Crystal, D. (2003). English as a global language (2nd ed.). Cambridge University Press.
Dillon, A. (2016). An exploration of English neo-colonialism through educational language policy: An Irish perspective. Journal for Critical Education Policy Studies, 14(3), 97-130.
Dupraz, Y. (2019). French and British colonial policies in education: Evidence from the partition of Cameroon. Journal of Economic History, 79(3), 628-668.
Fukuyama, F. (2006). The end of history and the last man. Simon and Schuster.
Giddens A. (2000). The third way and its critics. Polity Press.
Graddol, D. (1997). The future of English. http://www.british council.org/English/pdf/future.pdf
Hammerseley, M. & Atkinson, P. (1983). Ethnography: Principles in practice. Sage.
Harmer, J. (2007). The practice of English language teaching. Longman.
Hayati, A. M. & Mashhadi, A. (2010). Language planning and language-in-education policy in Iran. Language Problems & Language Planning, 34(1), 24-42. http://doi.org/10.1075/lplp.34.1.02hay
Iranian Act of Foreign Citizen’s Schools (2007). Regulations for the establishment of the Foreign Citizens’ Schools Act, approved by the 755th High Council of Education meeting, dated (29/08/1386), No. 8/7784/120. https://www.legaldocs.ir/regulation/7/6932
Jenkins, J. (2006). Current perspectives on teaching World Englishes and English as a lingua franca. TESOL Quarterly, 40(1), 157–181.
Khansir, A. A., & Mozafari. N. (2014). The impact of Persian language on Indian languages. Theory and Practice in Language Studies, 4(11), 2360-2365.
Kumar, H. (2015). Educational structure and the process of colonization in colonial India. American International Journal of Research in Humanities, Arts and Social Sciences, 11(1), 85-91.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
Luders, C. (2004). Field observation and ethnography. In U. Flick, E. V. Kardorff & I. Steinke (Eds.), A companion to qualitative research (pp. 222-230). Sage.
Mario E. L., Morales, N. J., & Jime´nez, J. D. (2014). Critical classroom practices: Using “English” to foster minoritized languages and cultures in Oaxaca, Mexico. In D. Gorter, V. Zenotz & J. Cenoz, (Eds.), Minority languages and multilingual education: Bridging the local and the global (pp. 177-199). Springer.
May, S. (2001) Language and minority rights: Ethnicity, nationalism and politics of language. Longman.
Mufwene, S. S. (2002). Competition and selection in language evolution. Selection, 3(1), 45-56.
National Curriculum. (2009). National curriculum document. The Ministry of Education.
Nettle, D., & Romaine, S. (2000). Vanishing voices: The extinction of the world’s languages. Oxford University Press.
Park, J. S., & Wee, L. (2012). Markets of English: Linguistic capital and language policy in a globalizing world. Routledge.
Park, J. Y. (2017). Responding to marginalization: language practices of African-born Muslim refugee youths in an American urban high school. SAGE Open, 7(1), 1-13. http://doi.org/10.1177/2158244016684912
Pennycook, A. (2007). Global Englishes and transcultural flows. Taylor & Francis.
Phillipson, R. (2008). Lingua franca or lingua frankensteinia? English in European integration and globalization. World Englishes, 27(2), 250-267.
Pratt, Y. P., Louie, D., Hanson, A., & Ottmann, J. (2018). Indigenous education and decolonization.https://www.researchgate.net/publication/322695370_Indigenous_education_and_decolonization/citation/download
Rajasekhar, G. (2012). Colonialism and imperialism and its impact on English language. Asian Journal of Multidimensional Research, 1(4), 111-120.
Raju, C. K. (2011). Ending academic imperialism in hard sciences: A beginning. In S. Ghahremani-Ghajar & S. A. Mirhosseini (Eds.), Confronting academic knowledge, (pp. 146-176). Iran University Press.
Salö, L. (2017). The sociolinguistics of academic publishing: language and the practices of Homo Academicus. Palgrave Macmillan.
Sarkar, M., & Lavoie, C. (2014). Language education and Canada’s indigenous peoples. In D. Gorter, V. Zenotz & J. Cenoz, (Eds.), Minority languages and multilingual education: Bridging the local and the global (pp. 85-104). Springer.
Seidlhofer, B. (2005). Key concepts in ELT. English as a lingua franca. ELT Journal, 59(4), 339-34. http:/doi.org/10.1093/elt/cci064
Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford University Press.
Sekhar, G. R. (2012). Colonialism and imperialism and its impact on English language. Asian Journal of Multidimensional Research, 1.1(4),111-120.
Singh, Sh., & Singh, S. (2014). English in India: a socio-psychological paradox. Journal of Humanities and Social Science, 19 (7), 127-130.
Shohamy, E. G. (2006) Language policy: Hidden agenda and new approaches. Routledge.
Spolsky, B. (2004). Language policy: Key topics in sociolinguistics. Cambridge University Press.
Spolsky, B. (2009). Language management. Cambridge University Press.
Steger, M. (2013). Globalization: A very short introduction. Oxford University Press.
Stroud, C., & Wee, L. (2006). Style, identity and English language literacy. Linguistics and Education 16(3), 319-337.
Supreme Council of Cultural Revolution (2009). Enactments of the Supreme Council of Cultural Revolution (in Persian). https://sccr.ir/Files/10712.pdf
Tracy, S. J. (2010). Qualitative quality: Eight “big-tent” criteria for excellent qualitative research. Qualitative inquiry, 16(10), 837-851.
Tsuda, Y. (2008). English hegemony and English divide. China Media Research, 4(1), 47-55.
Tsui, A. B. M., & Tollefson, J. W. (2007). Language policy and the construction of national cultural identity. In A. B. M. Tsui & J. W. Tollefson (Eds.), Language policy, culture, and identity in Asian contexts (pp. 1-21). Lawrence Erlbaum Associates.
Venkatanarayanan, S. (2013). Tracing the genealogy of elementary education policy in India till independence. Sage Open, 3(4), 1-10. http://doi.org/10.1177/2158244013510302.
Wright, S. (2007). Language policy and language planning. In C. Llamas, L. Mullany & P. Stockwell (Eds.), The Routledge companion to sociolinguistics (pp. 164-172). Routledge. | ||
|
آمار تعداد مشاهده مقاله: 555 تعداد دریافت فایل اصل مقاله: 583 |
||