Document Type : Research Paper


1 Department of Foreign Language & Linguistics, Shiraz University, International Campus, Shiraz, Iran

2 Shiraz University


Background: In the so-called global village, individuals should learn to adapt themselves to cultural and social changes. One manifestation of the changes in societies is the emergence of pluralistic/multicultural societies which necessitates using intercultural/pluralistic education elements in education systems.
Purpose: This study aimed at developing and validating a Pluralistic Curriculum (PC) model for English language teaching (ELT) in Iranian high schools.
Method: To this aim, a concurrent design (qualitative + quantitative) within a mixed methods approach was used. Participants of the study were 30 Iranian (17 male and 13 female) curriculum experts from Iranian Curriculum Studies Association (ICSA) who were selected through snowball sampling.
Results: Results of data analysis revealed the following components for PC: pluralistic education, pluralistic evaluation, racial and ethnic equality, social class equality, linguistic diversity and equality, gender equality, cultural diversity and tolerance of difference. Results of data analysis also showed that the proposed model consists of four elements namely, content, teaching/learning Strategies/methods, evaluation and goal. Moreover, it was found that the proposed PC model is valid from the viewpoint of the curriculum experts.
Conclusions/implications: This promising finding implies that the proposed model can be implemented by ELT practitioners in the Iranian high schools. Furthermore, it can be used as a valid scale to see whether educational curriculums most particularly EFL/ESL curriculums at different levels (primary, junior high school, high school, and tertiary education) are developed in line with pluralistic curriculum or not.


Article Title [فارسی]

طراحی و اعتبارسنجی یک الگوی برنامه درسی کثرت گرا برای آموزش زبان انگلیسی در دبیرستان های ایران

Authors [فارسی]

  • خاطره ظهرابی 1
  • سید آیت الله رزمجو 2
  • علیرضا احمدی 2

Abstract [فارسی]

پیش زمینه: در دهکده جهانی مصطلح، افراد باید بیاموزند که خودشان را با تغییرات فرهنگی و اجتماعی وفق دهند. یکی از نمودهای این تغییرات در جوامع، ظهور جوامع کثرت گرا/چندفرهنگی است که استفاده از عناصر آموزش کثرت گرا/چندفرهنگی را در نظام های آموزشی ملزم می کند.
هدف: هدف از این پژوهش، طراحی و اعتبارسنجی یک الگوی برنامه درسی کثرت گرا برای آموزش زبان انگلیسی در دبیرستان های ایران بود.
روش: بدین منظور، از یک طرح همزمان (کیفی+کمّی) با رویکرد ترکیبی استفاده شد. شرکت کنندگان در این تحقیق شامل 30 متخصص برنامه درسی ایرانی (17 مرد و 13 زن) از انجمن برنامه ریزی مطالعات برنامه ریزی درسی ایران می شدند که از طریق نمونه گیری گلوله برفی انتخاب شده بودند.
نتایج: با تجزیه و تحلیل داده ها، مؤلفه های زیر برای برنامه درسی کثرت گرا شناسایی شد: آموزش کثرت گرا، ارزشیابی کثرت گرا، برابری قومی و نژادی، برابری طبقه اجتماعی، برابری و تنوع زبانی، برابری جنسیتی، تنوع فرهنگی و تحمل تفاوت. همچنین، نشان داده شد که الگوی طراحی شده از چهار عنصر محتوا، راهبردها/روش های تدریس/یادگیری، ارزشیابی و اهداف تشکیل شده است. همچنین، مشخص شد که الگوی طراحی شده از دیدگاه متخصصان برنامه ریزی درسی معتبر است.
نتیجه گیری/کاربردها: این یافته نویدبخش دال بر این است که می توان این الگو را درعرصه آموزش زبان انگلیسی در دبیرستان های ایران بکار گرفت. همچنین می توان این الگو را بعنوان مقیاسی معتبر برای ارزشیابی برنامه های درسی زبان انگلیسی در سطوح مختلف متوسطه از نظر سازگاری با برنامه درسی کثرت گرا مورد استفاده قرار داد.

Keywords [فارسی]

  • برنامه درسی
  • کثرت گرایی
  • برنامه درسی کثرت گرا
  • الگوی برنامه درسی کثرت گرا
  • آموزش کثرت گرا

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