فریبا چمنی

The worldwide spread of English as the dominant language of globalization has accelerated the development and implementation of Foreign Language Education Policy (FLEP) in many countries. However, Iranian macro policymakers seem to be reluctant to develop an overt FLEP due to ideologized agendas. This study employs document analysis to explore FLEP in eight major national policy documents in Iran including, inter alia, National Vision 2025, Comprehensive Scientific Roadmap, and National Document of Education. This analysis was based on Kaplan and Baldauf’s (1997, 2003) framework for language-in-education planning, which covers Access, Curriculum, Methods and Materials, Evaluation, Personnel, and Resourcing policy as its major components. The data, coded through MAXQDA Software, revealed that the documents relatively deal with almost all components of FLEP excluding the Resourcing policy. Curriculum policy and Methods and materials policy receive the highest attention. Further, some contradictions, conflicts of interest, and gaps are observed in the documents regarding FLEP. Although these documents deemed English necessary for the development of the country, there are worries that it may lead to Westernization. The findings also show that FLEP in Iran is top-down and hardly reflects the needs and attitudes of the community. This has resulted in the failure of ELT in public schools and, in turn, its boom in the private sectors.