this study examines the ideological content of six internationally-used elt textbooks, three british and three american. applying the theory and procedures of critical discourse analysis (cda), three aspects of the conversations in the textbooks, i.e. content, relations, and positions were examined. results suggest that in terms of content, british textbooks tend to entertain the students while...

Translanguaging and plurilingual approaches in English Language Education (ELE) have been important for envisaging more equitable language education. However, the languages implemented translanguaging or classrooms predominantly reflect knowledge belief systems of dominant, nation-state, “official”, and/or colonial as opposed to those endangered Indigenous languages. This paper contends that pr...

Imperialism in New Testament (related) films relates to an important aspect of the reception of the Bible in film. After a brief investigation of the concept imperialism, this contribution explores particular instances where imperialism and NT themes intersect in film: the relationship between imperialism, Jesus-followers and Romans; satirical approaches to imperialism in NT films; and, the int...

This study explored the nature of transfer among bilingual vs. trilinguals with varying levels of competence in English and their previous languages. The hypotheses were tested in writing tasks designed for 75 high (N= 35) vs. intermediate (N=40) proficient EFL learners with Turkish, Persian, English and Persian, English linguistic backgrounds. Qualitative data were also collected through some ...

In his article "Goethe's World Literature, Universal Particularism, and European Imperialism" Dongho Cha tracks the ideology in Goethe's concept of "world literature." Early comparatists claim to stand for the universalism of this concept by understanding it to totalize all literatures across linguistic, territorial, and national boundaries and intended to go beyond European nationalism. Cha ar...

english passive has always been regarded as a challenge by farsi-speaking efl learners. despite the presence of many linguistic and pedagogical approaches in studying and teaching english passive, there still appears to be a pedagogical gap facing farsi-speaking efl learners dealing with this construction. taking up the cognitive-construction grammar perspective, the present article aims to inv...