Towards Validating an Already-proposed Pluralistic Curriculum Model for ESP in Iran

محورهای موضوعی : Applied Linguistics

Sakineh Behboudi ¹ (1Ph.D. Candidate, Department of English Language, Sarab Branch, Islamic Azad University, Sarab, Iran)
Karim Nazari Bagha ² (Assistant Professor, Department of English Language, Astara Branch, Islamic Azad University, Astara,Iran)
Mohammad Amini Farsani ³ (Assistant Professor, Department of Foreign Languages Iran University of Science and Technology, Tehran, Iran.)

تاریخ دریافت : 1401/11/28 تاریخ پذیرش : 1402/01/07 تاریخ انتشار : 1402/03/11

کلید واژه: Curriculum, Pluralism, ESP, Pluralistic Curriculum,

چکیده مقاله :

This study aimed at validating the already-proposed pluralistic curriculum model for ESP in Iran. In line with the objectives of the present study, a correlational-survey design was used by utilizing Structural Equation Modeling (SEM) (i.e., exploratory and confirmatory factor analysis). The participants recruited for this study were in the two groups. The first group consisted of 120 male and female ESP students studying at different fields at the B.A. level in different universities of Iran. The second group consisted of 100 Iranian male and female ESP teachers teaching ESP courses at the B.A. level in different universities of Iran. The two groups were selected through purposeful sampling. The present study used a researcher-made questionnaire for the purpose of data collection, that was developed based on the already-proposed model. Data analysis was conducted through SEM (i.e., exploratory and confirmatory factor analysis) and Cronbach’s Alpha test. According to the results, the already-proposed model pluralistic curriculum model for ESP in Iran consists of three main components including pluralistic ESP teaching, pluralistic ESP content and materials, and pluralistic ESP assessments. Moreover, the results of SEM and Cronbach’s Alpha test confirmed the validity and reliability of the already-proposed pluralistic curriculum model for ESP in Iran. The results have some implications for ESP curriculum developers, teachers, and students.

چکیده انگلیسی:

This study aimed at validating the already-proposed pluralistic curriculum model for ESP in Iran. In line with the objectives of the present study, a correlational-survey design was used by utilizing Structural Equation Modeling (SEM) (i.e., exploratory and confirmatory factor analysis). The participants recruited for this study were in the two groups. The first group consisted of 120 male and female ESP students studying at different fields at the B.A. level in different universities of Iran. The second group consisted of 100 Iranian male and female ESP teachers teaching ESP courses at the B.A. level in different universities of Iran. The two groups were selected through purposeful sampling. The present study used a researcher-made questionnaire for the purpose of data collection, that was developed based on the already-proposed model. Data analysis was conducted through SEM (i.e., exploratory and confirmatory factor analysis) and Cronbach’s Alpha test. According to the results, the already-proposed model pluralistic curriculum model for ESP in Iran consists of three main components including pluralistic ESP teaching, pluralistic ESP content and materials, and pluralistic ESP assessments. Moreover, the results of SEM and Cronbach’s Alpha test confirmed the validity and reliability of the already-proposed pluralistic curriculum model for ESP in Iran. The results have some implications for ESP curriculum developers, teachers, and students.

منابع و مأخذ:

Abdeli Soltan Ahmadi, J., & Sadeghi, A.R. (2016). Designing and validating multicultural curriculum model in Iran public educational. Journal of Curriculum Studies (J.C.S.), 10(39), 71-108.

Adams, J. (2004). Room 13 and the contemporary practice of artist-learners. Retrieved from room13international.org/wp-content/.../Room-13-article-Jeff-Adams-Goldsmiths.pdf

Aikman, S., & Unterhalter, E., Eds. (2007). Practicing gender equality in education. Oxford, Oxfam GB Alibakhshi, G., & Rezaee, S. (2014). On the consequences of the violation of critical pedagogy principles from Iranian EFL teacher trainers' perspectives.  Iranian Journal of Applied Language Studies, 5(2), 1-28.

Banks, J. A. (2009). The Routledge international companion to multicultural education. New York: NY 10016.

Behboudi, S., Nazari Bagha, K., & Amini Farsani, M. (2022). Developing a pluralistic curriculum model for ESP in Iran. Journal of Language and Translation, 12(4), 197-208.

Candelier, M., Daryai-Hansen, P., & Schroder-Sura, A. (2012). The framework of reference for pluralistic approaches to languages and cultures- A complement to the CEFR to develop pluri-lingual and intercultural competences. Innovation in Language Learning and Teaching, 6(3), 243-257.

Childs, K. (2017). Integrating multiculturalism in education for the 2020 classroom: Moving beyond the melting pot of festivals and recognition months. Journal for Multicultural Education, 11(1), 31-36.

Colombo, M. (2013). Introduction. Pluralism in education and implications for analysis. Italian Journal of Sociology of Education, 5(2), 1-16.

Creswell, JW. (2015). A concise introduction to mixed methods research. Thousand Oaks, CA: Sage.

Daryai-Hansen, P., Gerber, B., Lorinez, I., Haller, M., Ivanova, O., Krumm, H-J., & Reich, H.H. (2015). Pluralistic approaches to language in the curriculum: the case of French speaking Switzerland, Spain and Austria. International Journal of Multilingualism, 12(1), 109-127.

Dudley-Evans, T. & St John, M. J. (1998). Developments in English for specific purposes. A multi-disciplinary approach. Cambridge: Cambridge University Press.

Enyew, S., & Melesse, Ch. (2018). The integration of multiculturalism into the Ethiopian universities’ environment. Research in Pedagogy, 2 (1), 52-62.

Ferrero, D. J. (2003). Embracing pedagogical pluralism: An educator’s case for (at least public) school choice. Education Policy Analysis Archives, 11(30), 1-21.

Giselbrecht, M. (2009). Pluralistic approaches – A long overdue paradigm shift in education. Scottish Languages Review, 12 (3), 11-20.

Gollnick, D. M., & Chinn, P. C. (2002). Multicultural education in a pluralistic society (6^th ed.). New York: Merrill.

Hongladarom, S. (2011). Basing political pluralism on epistemology: the case of Thailand’s Southern violence. In G. Collste (Ed.), Implications of pluralism (pp. 35-54). Malaysia: Institute of Ethnic Studies.

Honnett, A. (1992). Struggle for recognition. Frankfurt: Suhrkamp.

Hutchinson, T. & Waters, A. (1987). English for specific purposes: A learning-centered approach. Cambridge, Cambridge University Press.

Islam, M. (2016). The differences and similarities between English for specific purposes (ESP) and English for general purposes (EGP) teachers. Journal of Research, 8(3), 67-77.

Kitkauskiene, L. (2006). General English and English for specific purposes (ESP). Edukologija, 14(2), 88-92.

Kumar, T. (2018). Advancing culturally relevant pedagogy in secondary methods courses. Multicultural Perspectives, 20(2), 111-116.

Lee, C. (2013). Global citizenship education: Topics and learning objectives. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000232993_eng

McConnell, K. F. (2008). Inventing pluralistic education: Compulsory schooling as a technique of democratic deliberation.  Retrieved from http:// media. proquest. com/ media /pq/ classic /doc/ 1650506661/fmt/ai/rep/NPDF?_s=f1Z5Wf DLw 9kyjZG9vqw0q8%2BMyk%3D

Mohammadi, Sh., Kamal Kharazi, S.A.N., Kazemifard, M., & Pourkarim, J. (2016). Proposing a model for multicultural education in higher education: Investigating experts’ opinions in Iran. Journal of Research in Teaching, 4(1), 65-91.

Mostafazadeh, E., Keshtiaray, N., & Ghulizadeh, A. (2015). Analysis of multi-cultural education concept in order to explain its components. Journal of Education and Practice, 6(1), 1-14.

Motamed, H. R., Yarmohammadian, M. H., & Yusefy, A. R. (2013). Designing a pluralistic curriculum model for the Iranian education system. Academia Arena, 5(9), 31-39.

Motamed, H. R., Yarmohammadian, M. H., & Yusefy, A. (2014). Position of pluralistic approach in the Iranian curriculum. International Journal of Psychology and Behavioral Research, 3(3), 218-226.

Paltridge, B. and Starfield, S (eds), (2013). The handbook of English for specific purposes. Malden, MA, Blackwell.

Parker, J. L. (2019). Multicultural education as a framework for educating English language learners in the United States. International Journal of Multidisciplinary Perspectives in Higher Education, 4(1), 22-35.

Pring, R. (2004). Philosophy of education. aims, theory, common sense and research. London: Continuum.

Riazi, A. M., & Razmjou, L. (2004). Developing some guidelines for a change in the program of English translation in Iranian Universities. Journal of Social Sciences and Humanities of Shiraz University, 21(1), 28-39.

Sadeghi, A. (2010). Reviewing the national curriculum of the I.R. of Iran using a multicultural approach. Journal of Curriculum Studies,5(18), 190-215.

Sadeghi, A.R. (2012). Characteristics and necessities of developing a multicultural curriculum in Iran. Cultural Strategy, 7 (18), 93-121.

Scrivener, J. (2011). Learning Teaching: The essential guide to English language teaching. 3rd Edition. UK: Macmillan Education.

Stika, P. (2012). The role of values in teaching (Bachelor thesis). Retrieved from   http://is.muni.cz/th/327584/pedf_b/Petr_Stika_-_Bachelor_thesis_ _ The _ Role _ of _ Values _ in _Teaching.pdf

Subrahmanian, R. (2005). Scaling up good practices in girls’ education. Paris: UNESCO.

Taylor, C. (1992). The politics of recognition. Princeton: Princeton University press.

Taylor, R., Kumi-Yeboah, A., & Ringlaben, R. P. (2015). Pre-service teachers’ perceptions toward multicultural education and teaching of culturally and linguistically diverse learners. Multicultural Education, 23(3/4), 42-48.

UNESCO. (2003). EFA global monitoring report 2003/4: Gender and education for all: The leap to equality. Paris: UNESCO.

UNESCO. (2014). UNESCO Priority Gender Equality Action Plan 2014-2021, France: UNESCO [Online database] Available from <http:// unesdoc. unesco. org/ images/ 0022/ 002272/ 227222e .pdf>  [Accessed 27 June 2016].

UNGEI. (2010b). Equity and Inclusion in Education: A guide to support education sector plan preparation, revision, and appraisal. Retrieved from <www. ungei. org/ resources/ index_ 2393. html>.

Unterhalter, E. (2007). Global values and gender equality in education: Needs, rights and capabilities. In S. Fennell & M. Arnot (Eds.), Gender education and equality in a global context: Conceptual frameworks and policy perspectives (pp. 19-34). London and New York: Routledge.

Wilson, D. (2003).  Human rights promoting gender equality in and through education, Background paper for EFA global monitroing report 2003/04.  Paris:  UNESCO.

Zohrabi, Kh., Razmjoo, S.A., & Ahmadi, A.R. (2019). Developing and validating a pluralistic curriculum (PC) model for English teaching in Iranian high schools. Journal of Modern Research in English Language Studies, 6(1),31-49.