Momene Ghadiri; Mansoor Tavakoli; Saeed Ketabi
Volume 3, Issue 2 , September 2015, , Pages 115-124
Abstract
In teaching a foreign language (FL), some cultural specificities (defined under the rubric of ‘little-c culture’) may totally conflict with the cultural norms of the learners’ first language (L1). To prevent such imminent problems, this paper recommended that the FL syllabus be designed ...
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In teaching a foreign language (FL), some cultural specificities (defined under the rubric of ‘little-c culture’) may totally conflict with the cultural norms of the learners’ first language (L1). To prevent such imminent problems, this paper recommended that the FL syllabus be designed in a way so as to equip learners with an intimate knowledge of the target language culture, and that language teachers should develop consciousness toward learners’ cultural fragility and explicitly make full use of a culturally relevant FL pedagogy in a procedural, technical fashion which we shall refer to as Culturally-adaptive English Language Pedagogy (CELP). Such a syllabus would help learners not only to welcome the legitimacy of differences between the two cultures, but also to make their own cultural values and practices more explicit, enfranchising learners the decision on what aspects of cultural practices they want to embrace. We address three questions of what (the characterization of CELP), why (the significance of CELP) and how (the implementation of CELP) in the peculiar EFL context of Iran.
Reza Zabihi; Momene Ghadiri; Abbas Eslami Rasekh
Volume 3, Issue 1 , March 2015, , Pages 105-119
Abstract
Media can be a good representation of dominant ideologies in society. The analysis of such discourse can shed light on the mental and social structures of people in society. Adopting van Dijk’s (1995) layout of discourse ideology and his (2000) practical and general outline of ideological analysis, ...
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Media can be a good representation of dominant ideologies in society. The analysis of such discourse can shed light on the mental and social structures of people in society. Adopting van Dijk’s (1995) layout of discourse ideology and his (2000) practical and general outline of ideological analysis, this study analyzes the Iranian movie A Separation, the winner of the 84th Annual Academy Award for the Best Foreign Language Film. The data are transcribed, modified and then translated into English. What is of particular interest to the authors is to examine the discourse of the movie based on van Dijk’s (1995) layout of discourse ideology which tries to approach ideology by ensuring the triangulation of society, cognition, and discourse. The authors are more interested in analyzing people’s simple daily ideological behaviors which are rooted in their cognition and dominate their social activities. Having mapped these specific terrains, the authors attempt an examination of the ideologies of the film on levels of meaning, forms, and action and interaction.