Year: 2024
Type: article
Abstract: This paper explores teachers’ experiences of using only Persian language in Iranian schools and its consequences. To do this qualitative method and phenomelogical approach was employed. Participants included all teachers of K-12 across Sanandaj and fifteen experienced teachers (8 male and 7 female) were selected via purposive sampling. A semi-structured interview was conducted to gather data. Using the Braun & Clarke (2012) framework, thematic analysis was applied for analyzing the data. Despite teachers emphasizing the significance of the mother tongue in various aspects such as Cultural Identity, Sense of Belonging and Communication Knowledge and Skills, they perceive that the educational system enforces a monolingual policy (Persian) through Educational Centralization, Cultural Assimilation, and A Policy of Denying or Neglecting Linguistic Rights. They also highlighted potential consequences of this policy, including Students’ Identity and Cultural Crisis, Intensifying Cultural Duality and Hindered Learning. These findings prompt policymakers to consider language minorities in educational planning.
Source: Discover Education
Institutions: University of Kurdistan, Missouri State University
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $1,340
OpenAlex ID: W4405544334