An Exploration of Iranian EFL Teachers' Perceptions on the Globalization and Hegemony of English

Autor/inn/en	Safari, Parvin; Razmjoo, Seyyed Ayatollah
Titel	An Exploration of Iranian EFL Teachers' Perceptions on the Globalization and Hegemony of English
Quelle	In: Qualitative Research in Education, 5 (2016) 2, S.136-166 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-6418
Schlagwörter	Foreign Countries; English Teachers; English (Second Language); Teacher Attitudes; Language Attitudes; Global Approach; Language Dominance; Semi Structured Interviews; Grounded Theory; Resistance to Change; Cultural Influences; Language Planning; Iran + Suchen Sie Ihr Suchwort? Ausland; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerverhalten; Sprachverhalten; Globales Denken; Sprachliche Dominanz; Cultural influence; Kultureinfluss; Sprachwechsel
Abstract	Globalization as an increasingly influencing force has led English language to become the lingua franca of the world. However, the global spread of English is considered as linguistic and cultural imperialism of English speaking countries to exert their dominance, power, culture, ideology and language over the periphery countries. The devastating consequence of this hegemony, according to Canagarajah (2005) can be putting learners in danger of losing their languages, cultures, and identities, giving rise to the devaluation of their local knowledge and cultures. Here, the researchers administer an interview to explore thirty-seven experienced Iranian EFL teachers' (18 males/19 females) perceptions on English globalization and its hegemony, who were selected based on purposive sampling. The researchers' adoption of Strauss and Corbin's (1998) constant comparative method revealed that although Iranian English teachers admitted globalization as an inevitable reality and English language as a tool in the service of globalization to smooth communication among people, they took up a counter-hegemonic stance and resistance towards the values associated with its use. They also suggested some anti-hegemonic strategies to de-colonize the power, culture, values, and ideologies of the West which tries to marginalize other countries and people. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01