Volume 1, Issue 3 (September 2022)
IJER 2022, 1(3): 79-93 |
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Ghaffari M, Kuhi D. (2022). Navigating Cultural Curricula: Critical Cultural Awareness in Iranian Formal and Informal EFL Contexts. IJER. 1(3), 79-93. doi:10.52547/ijer.1.3.79
URL: http://ijer.hormozgan.ac.ir/article-1-568-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-568-en.html
1- PhD candidate in TEFL, Maragheh Branch, Islamic Azad University, Maragheh, Iran
2- Associate Professor, Department of English Language Education, Maragheh Branch, Islamic Azad University, Maragheh, Iran ,davud.kuhi2021@gmail.com
2- Associate Professor, Department of English Language Education, Maragheh Branch, Islamic Azad University, Maragheh, Iran ,
Abstract: (445 Views)
Critical Cultural Awareness (CCA) is a fundamental part of Intercultural Communicative Competence (ICC). Despite this, there has been little exploration of this construct in Iran's English education landscape. The present study aimed to explore CCA presence, challenges, and pedagogy in Iran's formal (public schools) and informal (private language institutes) English education contexts. A sequential mixed-methods approach was used for this study, involving 250 EFL teachers and 300 learners. Data were collected through questionnaires, textbook content analysis, and semi-structured interviews. The results showed that there was a significant disparity between formal and informal contexts in using CCA in EFL education in Iran. Formal contexts showed a strong source culture bias and weak development of ICC, while informal contexts showed more target culture exposure (e.g., 60-75% on Western cultures) but uneven critical engagement. Five thematic challenges for CCA development were identified: ideology as gatekeeper, autonomy versus uncertainty in the informal sector, the training gap, learners' curiosity and identity negotiation, and resource and assessment gaps. Based on qualitative analysis of interview data and textbook examination, several pedagogical principles emerged that emphasize cultural representation, critical pedagogy training for teachers, and effective use of multimedia materials for this purpose. The findings contribute to understanding cultural pedagogy in contexts where English education intersects with national identity preservation and global engagement imperatives.
Keywords: Critical Cultural Awareness, Intercultural Communicative Competence, Iranian EFL Context, Formal Education, Informal Language Institutes
Type of Study: Original |
Subject:
Educational Studies
Received: 2022/03/10 | Accepted: 2022/06/15 | Published: 2022/09/1
Received: 2022/03/10 | Accepted: 2022/06/15 | Published: 2022/09/1
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