International Journal of Humanities and Social Science

ISSN 2220-8488 (Print), 2221-0989 (Online) 10.30845/ijhss

English Language Teaching, National Identity and Globalization in Iran: the Case of Public Schools
Yaser Khajavi, Reza Abbasian

Abstract
Present study aimed to investigate cultural pattern of English language materials taught at public schools of Iran to see to what extent these materials are appropriate in terms of national identity and globalization. In doing so, high school textbooks published by ministry of education were analyzed in order to examine if they are suitable for the age of globalization. Content analysis of textbooks revealed that authors of these textbooks have avoided cultural matters of foreign countries as much as possible. As a result, textbooks are mostly neutral in terms of culture. The focus of most of the texts has been scientific subjects and also the value of education. In terms of national history category, there is no reference to ancient history of the country. Belief and behavior part including daily life is accentuated in different parts of the books. As the data reveals, due to the fact that activities and passages related to national identity and international issues constitute less that 7% of the textbooks, these books are not suitable for educating students at the age of globalization.

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