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ENGLISH in IRAN: CULTURAL REPRESENETATION in ENGLISH TEXTBOOKS by Negin Hosseini Goodrich

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ENGLISH in IRAN: CULTURAL REPRESENETATION in ENGLISH TEXTBOOKS by Negin Hosseini Goodrich ENGLISH IN IRAN: CULTURAL REPRESENETATION IN ENGLISH TEXTBOOKS by Negin Hosseini Goodrich A Dissertation Submitted to the Faculty of Purdue University In Partial Fulfillment of the Requirements for the degree of Doctor of Philosophy Department of English West Lafayette, Indiana August 2020 THE PURDUE UNIVERSITY GRADUATE SCHOOL STATEMENT OF COMMITTEE APPROVAL Dr. Margie S. Berns, Chair Department of English Dr. Tony Silva Department of Education Dr. Felicia Roberts Department of Communication Dr. Wayne E. Wright College of Education Approved by: Dr. Dorsey Armstrong 2 In memory of my first English teacher, my dearest brother Babak Hosseini (1965 – 1995) Dedicated to my old friend Herbert L. Goodrich For our eternal love and friendship 3 ACKNOWLEDGMENTS Many kind souls, knowingly and unknowingly, took my hands and directed me, in different times and stages, to take more secure steps and add another page to my exhaustive dissertation. I could not complete this project without the constant help and support I received from my advisor, Professor Margie Berns, with whom I started (and will soon end) my doctoral journey. Margie is, in fact, invisibly present in every page of this comprehensive dissertation, not only because of her precise editing skills, but also for the knowledge and insights she generously gave me in her World Englishes class, seminars, conferences, personal meetings and feedback. In the summer of 2013, I met Margie at her office for the first time, to see if I fit Second Language Studies, since I had come from a different country, background and career. Confident as always, Margie said that she could see the spirit of a teacher in me (paraphrased). Her trust changed the course of my life as an immigrant determined to resume my productive life in my new home. Thank you, Margie, for accepting to be my advisor, my mentor, and my friend, and for trusting me from the first day. Now you can say you are retired indeed! The courses I took with Professor Tony Silva expanded my horizon in the field of Second Language Studies in general, and my research topic in particular. More importantly, I learned from Tony’s peaceful manner, humbleness, and kindness that you can be a pioneer in your field, yet down to earth. Thank you, Professor Silva, for everything you taught me in your classes and our co-presentations, and for your exemplary calm, which was always comforting for me, as a novice scholar in this field. My research is, in fact, deeply rooted in Sociolinguistics; a course I took with Professor Felicia Roberts. Her inclusive discussions in class directed me towards thinking about the applicability of the sociolinguistic concepts in an Iranian context. Dr. Robert’s interactive class, group/peer discussions, showcases, and of course, regular tests, kept me on my feet to keep up. Her kind approach made it easy for me to share my questions and concerns, unworried. Thank you, Professor Roberts, for your class which enabled me to be more confident about my research today, and for your precious friendliness. The foundation of this research was set in a paper I presented at Purdue Languages and Cultures Conference in 2017. I had culturally investigated only one Iranian English textbook back then. In my presentation, I shared my hesitation with the audience on whether or not I would 4 expand the topic as my dissertation. Professor Wayne Wright, the moderator of my session, provided me with the most productive feedback on the paper, and encouraged me to make it my dissertation topic, because, “the topic is unique and your passion for it is undeniable!”, he said. His knowledge on the political events in Iran surprised me, and I knew immediately that I wanted him to be in my dissertation committee. Thank you, Professor Wright, for your feedback, your encouragement, and more importantly, for recognizing and valuing my passion. To complete the evaluative part of this research, I needed to find the old Iranian English textbooks of the 1940s and 1970s. My relentless online search directed me only to the archive of the Office of Textbooks Development in Tehran, where the researchers are required to physically check in to access the resources. I was not a time-traveler to make it, for sure; yet, my sister, Shirin, decided to be my eyes and read me each textbook over the phone, page by page. We spent around 40 hours on the phone to complete reading (on her side) and writing (on my side) three old English textbooks. Although I could eventually find the PDF version of all those textbooks we had covered together (plus the other ones), her selflessness, her determination to help me carry out my research as precisely as possible, and her unconditional love and support amazed me. Thank you, my sweet Shirin, for all your help and for giving me a chance to experience a true sisterhood. Two years ago, amidst the hectic days of sporadically gathering information on the history of English in Iran, one of my best friends in the USA gifted me a book which, surprisingly, ended my baffling situation. A renowned English-Persian translator, Shadi Hamedi had found The History of Translation in Iran (by A. Azarang) in her trip to Tehran, and, knowing my dissertation topic, thoughtfully bought it for me. The book in fact, showed me the map of my historical journey, and turned into one of my main resources. Thank you, dear Shadi, for thinking about me and my work in your busiest days of staying in Iran, and for offering such supportive friendship. During all the years I have been residing in the USA, throughout the most difficult days of dealing with a voluntary exile, one person has consistently been supporting me in all my efforts in and out of academia. My husband, Herbert, is in fact the hidden engine behind everything I do and complete, including this dissertation. His encyclopedic knowledge has always been an asset for me to learn more specifically about American history and culture. Thank you, Herb, for never doubting me. Your faith in me has made a better person of me. 5 I should also thank anyone who, directly or indirectly, helped me through the most difficult task I have ever done; that is, completing this dissertation. My special thanks to Professor April Ginther, Professor Yahya Kamalipour and Professor Yousef Bozorgnia, for their constant support. As the Persian poet, Saadi Shirazi, once versified: This book has come to an end (But) the story yet remains به پایان آمد این دفتر حکایت همچنان باقی 6 TABLE OF CONTENTS LIST OF TABLES.............................................................................................................................. 11 LIST OF FIGURES ............................................................................................................................ 12 ABSTRACT ........................................................................................................................................ 15 INTRODUCTION AND NATURE OF THE STUDY ......................................... 16 1.1 Sources used to make the SLP of English in Iran ................................................................ 17 1.2 Positionality statement ........................................................................................................... 18 1.3 Definition, history and functions of sociolinguistic profiles ............................................... 20 1.4 Components of a sociolinguistic profile ............................................................................... 21 1.5 Why did I use the SLP framework? ...................................................................................... 23 1.6 Conclusion .............................................................................................................................. 24 CHAPTER 2. A SOCIOLINGUISTIC PROFILE OF ENGLISH IN IRAN....... 25 2.1 A brief description of the country ......................................................................................... 25 2.2 English in the Iranian media and public places .................................................................... 27 2.3 Internet users and exposure to English ................................................................................. 29 2.4 Users of English ..................................................................................................................... 30 2.4.1 Gender distribution ......................................................................................................... 31 2.4.2 Proficiency range ............................................................................................................ 32 2.4.3 English Learners Income ................................................................................................ 33 2.5 Uses of English ....................................................................................................................... 33 2.5.1 Interpersonal function ..................................................................................................... 33 2.5.2 Instrumental function...................................................................................................... 34 2.5.3 Regulative (administrative) function ............................................................................. 35 2.5.4 Creative/innovative function .......................................................................................... 35 2.6 Attitudes toward English ....................................................................................................... 37 2.7
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