چکیده:
AbstractForeign Language Education Policy (FLEP) needs to beunderstood as part of broader educational policies and as situated within overarching social macro plans. In this paper, based on a conception of policy as distinct from goals and objectives, and with a view of the relevant literature, we will present some theoretical guidelines of setting and/or evaluating foreign language education policies in the context of broader social and educational policies. Considering theses guidelines a point of departure, several national plan-based documents and in some cases non-finalized documents that reflect some aspects of language education policies of Iran were examined to find the directions and orientations of these plans and the (in)consistencies among them: The 20-year National Vision; The Comprehensive Science Roadmap; The National Curriculum; Policies of the 5th 5-year Development Plan; The National Document of Education; Philosophy of Education in the Islamic Republic of Iran; Fundamental Principles in Islamic Education; and Roadmap of the Official and General Educational System. Referring to the strengths along with some shortcomings and inconsistencies among these documents as well as the statues of English in the so called global village, we call for a separate unitary FLEP document for Iran and present the requirements and procedure for its actualization.
خلاصه ماشینی:
"Considering theses guidelines a point of departure, several national plan-based documents and in some cases non-finalized documents that reflect some aspects of language education policies of Iran were examined to find the directions and orientations of these plans and the (in)consistencies among them: The 20-year National Vision; The Comprehensive Science Roadmap; The National Curriculum; Policies of the 5th 5-year Development Plan; The National Document of Education; Philosophy of Education in the Islamic Republic of Iran; Fundamental Principles in Islamic Education; and Roadmap of the Official and General Educational System.
In this section, with a view of these aspects of FLEP concerns and considering the theoretical considerations reflected in the literature of policy studies in foreign language education, we present a number of issues highlighting the characteristics that may be considered as fundamental features that, ideally, must be accounted for in national FLEP: 1.
FLEP needs to link the theoretical foundations of foreign language education to the requirements of national macro-plans in terms of the overall political and social orientations (Hato, 2005).
The examined documents seem to be far from articulating coherent policies with regard to any of the six concerns: considering the socio-political orientations of the country (Hato, 2005); considering the cultural values reflected in national roadmaps (Seargeant, 2008); addressing national identity principles (Kirkgoz, 2008b); stating a position with regard to 'language' (Dixon, 2009; Seargeant, 2008); defining a firm set of mechanisms for goal setting (Butler & Iino, 2005); and paving the ground for practical aspects foreign language education (Silver & Skuja-steele, 2005)."