Theory and research on translanguaging have increasingly grown in the past decades. However, the scope of research on how teachers make sense of translanguaging is limited, particularly how they emotionally respond to a translanguaging pedagogy. The present study addressed this gap by examining eight Iranian English-L2 teachers'…

With a focus on an under-studied group of immigrants in the UK, this paper examines Iranian families' language ideologies and practices at home in relation to Persian acquisition and maintenance for their children. Working within a family language policy (FLP) framework, we draw on sociolinguistic data from semi-structured interviews with eighteen…

Assessing language skills in an integrative form has drawn the attention of assessment experts in recent years. While some research data exists on integrative listening/reading-to-write assessment, there is comparatively little research literature on listening-to-speak integrated assessment. Also, little attention has been devoted to the role of…

Purpose: This study aims to analyze translanguaging practices and beliefs of Iranian English for General Purposes (EGP) teachers and find discrepancies between the practice and perception of educators in bi/multilingual species in Iranian educational settings. Design/methodology/approach: The study involved interviewing ten teachers and observing…

Filmmakers increasingly resort to using multiple languages in their work to realistically reflect today's globalised world. However, this multiplicity poses specific challenges in the process of translation for dubbing. This study explores the rendition of Western multilingual films into Persian dubbed versions for the Iranian audience. Films as…

Writing comprehensibly, dynamically, and persuasively in a foreign language is a significant challenge for learners. Written communication assesses language and writing progress for various summative and developmental goals. Scenario-based assessment (SBA), as one of the methodologies of classroom-based assessment (CBA), aims to elicit both…

The notion of multilingual students' first language has been advocated as a resource in mathematics learning for some time. However, few studies have investigated how implementing students' L1 in the teaching practice impacts multilingual students' mathematics learning opportunities. Based on a 9-month-long ethnographic study conducted in Iran, we…

In the past decade, research on EFL teachers' beliefs about translanguaging has significantly grown. However, little qualitative research has been done on teachers' translanguaging beliefs and practices and the congruity between them. To address this gap in the literature, the current study investigated Iranian EFL teachers' beliefs and practices,…

This study examines identity construction and conflict in the case of a woman whose parents replaced the local language with the official language at the home in the city of Tabriz in northwestern Iran, where the local language, Azerbaijani, is overshadowed by Persian as the official language of the state. In such contexts, Shifting away from the…

This paper explores teachers' experiences of using only Persian language in Iranian schools and its consequences. To do this qualitative method and phenomenological 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…

This study explores the verbal engagement strategies that EFL instructors adopt when teaching English over Instagram. These instructors create videos where they teach English and share them on Instagram. Twenty-five highly engaging English teaching videos on Instagram were used as the data of this study. To discover the engagement strategies that…

Despite English teachers' acknowledgement of the plurality of English and the emergence of different varieties of the language, the actual manifestations of this plurality and the associated principles do not seem to be equally embraced in their classroom approach. Against this background, this study investigated Iranian English teachers'…

This study investigated EFL classroom talk using Halliday and Matthiessen's (2013) meta-functions framework. Four female participants, including two experienced and two inexperienced teachers, taught similar grammar subjects to their intact classes. Classes were video-recorded and transcribed by the researchers. The meta-functions included topical…

Language teaching has the potential not only to teach language skills but also to create a peaceful learning environment where students feel relaxed, safe and valued. To achieve this goal, teachers need to develop an ideal identity that reflects their commitment to promoting peace in their classrooms. In the interest of developing peacebuilder…

Purpose: This study aims to explore the communicative features of teacher talk in English for General Purposes (EGP) vs. English for Academic Purposes (EAP) classes in Iranian contexts based on the Self-Evaluation Teacher Talk (SETT) framework. Design/methodology/approach: For the purposes of this study, EAP and EGP classes run by three language…