مطالب

  In May of 2018, the strategy of law-making was utilized in the Kingdom of Denmark to respond to or, more to the point, respond against full-face garments along the lines of a democratic and secular society in which values like transparency inform and guide interaction, dialogue, and communication. The new legal norm and measure, law L 219, does not refer expressly to the veil, nor to women, or to Islam. Nevertheless, the national Parliament in the Kingdom of Denmark proceeded on the basis of premises that reveal, upon scrutiny, why the particular provision that prohibits full-face veils is widely known and referred to as the “burqa ban”.Like the niqab, the burqa is a full-face veil. Numerically speaking, between 50 and 200 Muslim women wear such a veil, a fact that enters them into a minority within a minority statistics of 0.1 or 0.2 percent. However, to trivialize the burqa ban would be an error. This point applies to all sides, including the stakeholders who assumed the responsibility of drafting the new norm and measure. As the Danish legislators see things, law 219 is not an instance of “shooting sparrows with a cannon”. After this, the need to legislate appears to be an instance of following a trend in Europe and, at the same time, sending a message about the prevailing (Danish) ideology in contradistinction to “political Islam” that gives rise to unwanted phenomena like gender inequality, religious extremism, and terrorism. The authors of The 2018 Danish “Burqa Ban”: Joining a European Trend and Sending a National Messageattempt to give an in-depth account of the burqa ban and the political context for this, as provided by the negotiations that led up to the ban’s final adoption. One objective is to identify the various variables in the legal equation and, as another objective, capture the wider prescriptively-proscriptive direction of the Danish case, thereby also establishing a platform for further discussion, reflection, and response. (This part of the project – an intended component and outcome since the formulation of the original research task, labor division, and methodology – is published in the concurrent but separate article, The Burqa Ban: Legal Precursors for Denmark, American Experiences and Experiments, and Philosophical and Critical Examinations.)

The present study investigated the potential role of tasks in engaging Iranian EFL learners in task-supported language learning, affecting on learner-centered instruction and the correspondence between the objectives and contents in current pre-university English course book (Learning to Read English for Pre-University Students). To do this, 100 Iranian EFL teachers of pre-university grade were invited to participate in this study. They were asked to fill out a 5-point Likert scale checklist (adapted from Lawrence, 2011). The checklist was initially piloted on 20 EFL teachers in order to see to what extent the items were clear and comprehensible to the subjects of the study and to find out the internal consistency or reliability of the items. The results of statistical analyses indicated that teachers tended to agree on the point that tasks have significant capability in engaging learners in communicative language use or task-based language learning. The vast majority of the teachers expressed that using tasks in textbook can improve learner-centered instruction. The evaluation of the textbook showed the contents are corresponded to their objectives.

This study aimed at investigating shades of identity in TEFL textbooks. Most identity studies have focused on authors as knowledge producers. They have neglected authors' roles in constructing identity. Further, few scholars have considered disciplinary specific textbooks in their analyses of identity. Trying to bridge these gaps, we applied Halliday’s Systemic Functional Linguistics to investigate identity through the lens of sociocultural theory. The study corpus consisted of nine commonly used textbooks on language testing, language teaching, and linguistics in Iranian EFL context. The textual analysis revealed various levels of self and other-regulation mediated by interpersonal, textual, and ideational metafunctions. These findings suggested that studying their disciplinary specific texts, students of TEFL may develop not only their academic knowledge but also their ideological positions and academic voices.