1. Applied Linguistics (Language Teaching and Learning)
Nandyan Ayu Nooryastuti; Yazid Basthomi; Siti Muniroh; Niamika El Khoiri; Zuliati Rohmah
Abstract
As 21st-century learning skills become increasingly essential in preparing students for global challenges, it is crucial to assess how these competencies are manifested in English language teaching materials. However, existing research on the representation of these skills in widely used textbooks remains ...
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As 21st-century learning skills become increasingly essential in preparing students for global challenges, it is crucial to assess how these competencies are manifested in English language teaching materials. However, existing research on the representation of these skills in widely used textbooks remains limited, highlighting the need for a systematic evaluation. This study investigates the representation of 21st-century learning skills in English language teaching materials through a content analysis of Cutting Edge – Pre-Intermediate by Pearson. Findings reveal an uneven emphasis on these skills—Communication emerges as the most prominent, underscoring its role in fostering interaction and expression. Collaboration follows, highlighting its significance in teamwork and problem-solving. However, Critical Thinking and Creativity receive moderate representation, while Citizenship and Character Education are significantly underrepresented. The disparities suggest the need for a more balanced integration of 21st-century skills to foster holistic student development.
behrooz azabdaftari; Davoud Amini
Abstract
Behrooz Azabdaftari is Professor Emeritus of Applied Linguistics at University of Tabriz. Born in 1938 in Tabriz, Iran, he received his BA in Language Education from Tehran Higher Education Institute in 1963 and his MA in English from University of Beirut in 1970. He was granted a Ph.D. in Applied Linguistics ...
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Behrooz Azabdaftari is Professor Emeritus of Applied Linguistics at University of Tabriz. Born in 1938 in Tabriz, Iran, he received his BA in Language Education from Tehran Higher Education Institute in 1963 and his MA in English from University of Beirut in 1970. He was granted a Ph.D. in Applied Linguistics by the University of Illinois, USA in 1980. During nearly 50 years of academic work, professor Azabdaftari has taught graduate courses at University of Tabriz, Azarbaijan Shahid Madani University and Islamic Azad University. With an interdisciplinary approach to language studies, Dr. Azabdaftari has regularly published on the cross lines of Applied Linguistics, Translation and Literature. By translating a few key works on Vygotsky’s thought, he has had a significant role in introducing Sociocultural Theory to Iranian community of language teaching researchers. He has also translated selected poetry from well-known Persian contemporary poets, including an excellent translation of Shahraiar’s masterpiece of “Hayder Babaya Selam”. He has joined an interview with Davoud Amini.
1. Applied Linguistics (Language Teaching and Learning)
Farahman Farrokhi; Leila Mohammadbagheri-Parvin
Abstract
Fundamental changes and novel ideas have been brought into the field of English Language Teaching through introduction of postmethod and critical pedagogy. Postmethod as an alternative to methods aimed at fulfilling its triple principles of particularity, practicality, and possibility. The well-known ...
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Fundamental changes and novel ideas have been brought into the field of English Language Teaching through introduction of postmethod and critical pedagogy. Postmethod as an alternative to methods aimed at fulfilling its triple principles of particularity, practicality, and possibility. The well-known sub-branch of postmethod, critical pedagogy, aimed at empowerment of instructors and learners, and establishment of social justice through education. Unlike theoretical aspects of these movements, practical dimensions have not received due attention, especially in eastern contexts. This qualitative investigation sought the extent EFL instructors practically adhere to the principles of these inherently western concepts in Iran, as a sample of eastern context with its own social, cultural, and academic norms. Qualitative data collection techniques were used to obtain data from the intended instructors. Qualitative data analysis laid bare the findings that postmethod and critical pedagogy are practically adopted, to a great extent, by the Iranian EFL instructors, and the pertinent principles are being put into practice enthusiastically. Powerful communication with western communities blurring cultural boundaries was deemed to be the chief reason of such strong adoption. Ironically enough, it was revealed that in general, the Iranian EFL instructors’ theoretical knowledge suffered greatly concerning postmethod and critical pedagogy. In other words, although haziness of cultural boundaries has made the room for smoothened practical realization of these trends, due attention should be paid to development of theoretical knowledge in these regards in Iranian EFL teacher training courses so as to take the utmost advantages from postmethod and critical pedagogy.
