EFL Teachers’ Perceptions of Linguistic Imperialism and Globalization in English Language Teaching Curriculum
الموضوعات :
Mostafa Rafiei
1
,
Hassan Soleimani
2
,
Hamed Barjesteh
3
1 - Ph.D. Student, Department of English Language and Literature, Ayatollah Amoli Branch, Islamic Azad University, Amol, Iran
2 - Associate Professor, Department of Applied Linguistics, Payame Noor University, Tehran, Iran
3 - Associate Professor, Department of English Language and Literature, Ayatollah Amoli Branch, Islamic Azad University, Amol, Iran
الکلمات المفتاحية: English language education, English language hegemony, globalization, linguistic imperialism, language teaching curriculum,
ملخص المقالة :
The global expansion of the English language remains a highly debated topic in applied linguistics and political discourse, as it intertwines with issues of power, identity, and cultural dominance. The phenomenon of English spreading globally is often viewed as both a tool for communication and a hegemonic force that imposes linguistic and cultural uniformity. This duality is particularly relevant in contexts with pronounced political, cultural, social, and ideological differences, where the implications of linguistic imperialism and globalization on educational systems are profound. Recognizing the pivotal role of educators in mediating these influences, the present study explores Iranian EFL teachers’ perceptions of linguistic imperialism and globalization within the English language teaching curriculum. Additionally, the study examines how contextual factors influence their attitudes toward these phenomena. To achieve these objectives, a mixed methods research design was employed. Quantitative data were gathered through a comprehensive questionnaire administered to 674 Iranian EFL teachers, while qualitative insights were obtained through semi-structured interviews with a subset of participants. The findings reveal that cultural and contextual factors, including sociopolitical dynamics and local educational policies, significantly shape teachers’ attitudes toward linguistic imperialism. Teachers expressed concerns about the dominance of English potentially eroding local languages and cultures, yet many also acknowledged its utility as a global lingua franca. The study highlights the tension between embracing English for its practical benefits and resisting its perceived role in perpetuating cultural hegemony. The implications of this study extend to policymakers, curriculum designers, and educators, emphasizing the need to balance global linguistic trends with respect for local identities and values. Addressing these complex dynamics requires thoughtful integration of global and local perspectives in English language teaching. The study contributes to the broader discourse on linguistic imperialism, offering insights for fostering a more equitable and culturally responsive approach to English language education.
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