درخت حوزه‌های تخصصی

Intersectionality refers to the experience of multi-faceted emotions from diverse angles (Crenshaw, 1989). This concept, originally developed in Western studies, has been applied to critical pedagogy, which concerns minority individuals in educational or vocational settings. The purpose of this study is to provide an overview of the concept of intersectionality in Second Language (L2) education and propose a new term for the main concept. Recent research has encouraged the use of quantitative and mixed-methods designs for measuring intersectionality. As such, the new term "discrima," derived from the Latin word "discrimen" meaning discrimination, is proposed to refer to the emotion experienced after discrimination. Intersectionality is used to pave the way for further steps in quantifying the intersectionality line of research.This study also explores what intersectionality is, where it originates, where it occurs in L2 education, and whether the concept can effectively express what should be expressed. The implications of this research are relevant to educational policymakers and course designers who can use the concept in real-world settings. Emphasizing the emotional aspects of intersectionality may help prevent unpleasant L2 learning and teaching experiences for minority groups. Therefore, this new term may facilitate promoting L2 education internationally. It would be beneficial for future research to provide more details about the significance of the new term "discrima" in measuring intersectionality and to offer examples of how the concept of intersectionality can be applied in L2 education.

Emotion labor is defined as any conflict between institutional demands and teachers’ professional beliefs and preferences. Engaging in emotion labor is an inevitable aspect of becoming a language teacher. Scholars agree that language teacher agency and identity are closely tied to emotion labor. This fact particularly looms large for novice language teachers, who tend to perceive contradictions between what they imagine prior to entering the profession and what they actually experience in their teaching contexts. This case study applied activity theory (Engeström, 2015) and Gee’s (2000) identity framework to explore how the emotion labor experienced by a novice Iranian female teacher of English as a foreign language (EFL) over a five-year career period at three private language institutes affected her language teacher agency and identity. The findings, obtained from class observations and semi-structured interviews, highlight two major sources of emotion labor: 1) profit-oriented policy, and 2) performance-constraining factors within the institute, which caused the participant to contemplate quitting her job. Implications and further research are discussed in line with the interplay among emotion labor, language teacher identity, and well-being.  

Prior to Covid-19 pandemic, online education was given little importance in the educational system of different countries, including Iran and Turkey. Actually, previously there was no need for online education. However, in pandemic situation the need for online classes and its significance in language learning became more ubiquitous. Thus, in view of the paucity of research on perceptions toward the efficacy of virtual learning, particularly the sheer dearth of comparative work on the issue, the researchers in the current study intended to investigate the practicality of commonly used online platforms in Iran and Turkey, i.e. Adobe Connect and Zoom. To this end, a total of 10 EFL professors (5 Iranian and 5 Turkish) participated in the interview session to deeply investigate their attitudes on the platforms of Zoom and Adobe Connect as regards issues related to materials and resources, instruction, and assessment. As the results of the interview showed, both Turkish and Iranian university professors had similar ideas towards the online platforms and they listed some merits such as easy access, attractiveness, and applicability for teaching and learning in Covid-19. Also, the demerits were low interaction and communication, being demotivating for non-disciplined learners, and so on. In general, based on the participants’ points of view, both online platforms were useful in terms of materials and resources as well as instruction; however, they had less control on cheating of tests, in terms of assessment. Different parties such as teachers, syllabus designers and materials developers will benefit from the outcomes study.