تبيين استلزام هاي مباني نظري رويكرد فرافرهنگي(زبان انگليسي به منزله زبان بين المللي ) در فلسفه برنامه درسي رسمي زبان انگليسي به عنوان زبان خارجه

Explaining the implications of the theoretical foundations of the transcultural approach (English as an international language) in the philosophy of the official English language curriculum as a foreign language

در مقاله حاضر تلاش شده است كه عناصر نظري رويكرد فرا فرهنگي(انگليسي به عنوان زبان بين المللي) يادگيري زبان انگليسي به عنوان زبان خارجه يا زبان دوم با نگاه به معرفي فلسفه برنامه درسي زبان انگليسي به عنوان زبان خارجه تبيين شود. محورهاي اصلي مقاله تعيين جايگاه رويكرد ياد شده در ميان رويكرد هاي موجود و يژگي هاي متمايز آن در قلمرو فلسفه برنامه درسي و نيز بررسي ظرفيت آن براي پاسخ به چالش ويژگي هژمونيك زبان انگليسي در عصر جهاني شدن است.نتايج پژوهش حاكي از اين است كه رويكرد فرا فرهنگي با تكيه به پژوهش هاي ميان رشته اي تبييني مبتني بر مفهوم سازي زباني با تكيه بر طرحواره هاي فرهنگي ياگيرندگان و گويشوران غير بومي به دست مي دهد كه به واسطه آن تنوعي از جهان هاي انگليسي به رسميت شناخته مي شود.و نوعي از محلي سازي انگليسي شناسايي مي شود.

Abstract: The main purpose of this article is to explain the theoretical elements of the transcultural approach (English as an international language) of learning English as a foreign language with a view to introducing its implications in the philosophy of the English language curriculum as a language. The sub-objectives of the article are to explain the position of this approach among the existing approaches, its distinctive features in the realm of curriculum philosophy and also to examine its capacity to respond to the challenge of the hegemonic feature of English in the age of globalization. The research method is a Ampliative critique in which the basic methodological and ontological assumptions of the research tradition are explained, compared with other traditions in order to answer the research problem, and its maximum efficiency is shown in answering the problem. The results indicate that the transcultural approach, based on interdisciplinary research, provides explanations based on linguistic conceptualization based on the cultural schemas of non-native learners and speakers, through which a variety of English worlds are recognized. Is known and a kind of English localization is identified. English localization, relying on the plurality and diversity of cultural conceptualizations at descriptive and normative levels, instead of relying on the monopoly of Anglo-American conceptualization, proposes a curriculum based on the plurality and diversity of English speakers.