Abstract
The present chapter, describing the socio-political, cultural and ideological contexts within which the Iranian education system is located, first provides an overview of the ups and downs of English language education in Iran during two distinct phases: before and especially after the Islamic Revolution in 1979. Then, drawing on critical perspectives on language policy and planning, it attempts not only to introduce the process of formation and evolution of the available documents which directly or indirectly deal with English education, but also tries to identify the orientation of the Iranian state’s language policy through analyzing such documents as well as examining the practices which are mostly inconsistent with policies. Moreover, due to the significant deficiency of English education in the public sector, which has still not met the learners’ needs, the role of the private sector mainly shouldering responsibility for the English education is addressed. Finally, the chapter speculates in brief on possible future trend of English education in Iran and outlines the probable challenges which might result from the tensions between the internationalization and domestication of English uncovered in two rival sectors, i.e. the private and public education systems.
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Aghagolzadeh, F., Davari, H. (2017). English Education in Iran: From Ambivalent Policies to Paradoxical Practices. In: Kirkpatrick, R. (eds) English Language Education Policy in the Middle East and North Africa. Language Policy, vol 13. Springer, Cham. https://doi.org/10.1007/978-3-319-46778-8_4
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