The Impact of Linguistic and Cultural Imperialism on Iranian ELT Context: Attitudes of Teachers and Students

Farshid Rezaeifard, Azizeh Chalak


Nowadays, along with the global spread of the English language, a whole breadth of studies have been conducted to investigate the attitudes of language learners and teachers towards English and cultural imperialism and how it can affect the learning process. In Iran, however, not much research has been done regarding this topic. To address this gap, the present study explored and examined the attitudes of Iranian EFL students and teachers towards linguistic and cultural imperialism and its impact on Iranian ELT context. To this end, the study adopted a descriptive, non-experimental design. The data were collected from questionnaires filled by 50 participants (11 males and 39 females), as well as from the interviews with 20 students, and 10 teachers. The interview data were combined within the main data to provide a supporting role in explaining the questionnaire results. The findings of the study indicated that Iranian students had positive attitudes towards the English language, particularly the American variety. The majority of students and teachers acknowledged that language items were culturally loaded, yet showed positive attitudes towards them which was a manifestation of the influence of linguistic and cultural imperialism on Iranian ELT contexts. As a conclusion, it could be argued that the English language along with its cultural values have influenced the attitudes of Iranian EFL students and teachers and consequently their language learning and teaching. Several implications for English instruction and policy making in English education in Iran can be emerged from this study by evaluating English language learning materials as well as teachers and students attitudes towards English learning and its context.


Attitude, Cultural imperialism, Globalization, Iranian EFL learners, Linguistic imperialism

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