Developing a Pluralistic Curriculum Model for ESP in Iran
محورهای موضوعی : نشریه زبان و ترجمه
Sakineh Behboudi
1
(Department of English Language, Sarab Branch, Islamic Azad University, Sarab, Iran)
Karim Nazari Bagha
2
(Department of English Language, Astara Branch, Islamic Azad University, Astara, Iran)
Mohammad Amini Farsani
3
(Department of Foreign Languages, Iran University of Science and Technology, Tehran, Iran)
کلید واژه: ESP, Curriculum, Pluralism, Pluralistic Curriculum,
چکیده مقاله :
No pluralistic curricula have ever been developed for ESP education in the context of Iran. Therefore, the present study was conducted to design a pluralistic curriculum (PC) model for ESP in the Iranian setting. In so doing, the study benefited from presenting an analysis scheme in a qualitative method. The participants of the study consisted of 20 Iranian male and female ELT experts who were chosen through purposive sampling from various universities of Iran, including Tehran University, Isfahan University, University of Shahid Chamran, University of Shiraz, Shahid Rajaei University, University of Allameh Tabatabaei, and the University of Tarbiat Modares, from among the teachers whose educational and research interests were curriculum planning and teaching materials, who had a history of teaching and research in TEFL for over 10 years. Semi-structured interviews were used to gather the needed data. The results showed that the PC components for ESP include three main components: pluralistic ESP teaching, pluralistic ESP materials, and pluralistic ESP content. Each of these components included several subcomponents. The findings indicated that if educational systems become pluralistic, students can achieve academic success with full potential in ESP courses by joining different groups such as racial, ethnic, and cultural groups.
هیچ برنامه درسی متکثری برای آموزش ESP در ایران تدوین نشده است. بنابراین، پژوهش حاضر با هدف طراحی یک مدل برنامه درسی متکثر (PC) برای ESP در محیط ایران انجام شد. بدین منظور، پژوهش از ارائه طرح تحلیلی به روش کیفی بهره مند شد. شرکت کنندگان در این پژوهش 20 نفر از متخصصان ELT مرد و زن ایرانی بودند که به روش نمونه گیری هدفمند از دانشگاه های مختلف ایران از جمله دانشگاه تهران، اصفهان، دانشگاه شهید چمران، دانشگاه شیراز، دانشگاه شهید رجایی، دانشگاه علامه طباطبایی انتخاب شدند. و دانشگاه تربیت مدرس، از میان معلمانی که علایق آموزشی و پژوهشی آنها برنامه ریزی درسی و مواد آموزشی بود که بیش از 10 سال سابقه تدریس و تحقیق در TEFL را داشتند. برای جمع آوری داده های مورد نیاز از مصاحبه های نیمه ساختاریافته استفاده شد. نتایج نشان داد که اجزای PC برای ESP شامل سه جزء اصلی است: آموزش ESP کثرت‌گرا، مواد ESP کثرت‌گرا و محتوای ESP کثرت‌گرا. هر یک از این مولفه ها شامل چندین جزء فرعی بود. یافته‌ها حاکی از آن است که اگر نظام‌های آموزشی متکثر شوند، دانش‌آموزان می‌توانند با پیوستن به گروه‌های مختلف مانند گروه‌های نژادی، قومی و فرهنگی، با پتانسیل کامل در دوره‌های ESP به موفقیت تحصیلی دست یابند.
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