This article argues that the field of intercultural language education should continue to question the traditional national paradigm (in which the dominant focus of sociocultural knowledge is on condi-tions within the borders of target-language countries) and orient itself still more clearly towards the diverse and interdependent world with a view of educating for global citizenship. The article notes that languages, not least those that are taught as foreign languages, are transnational and global phe-nomena, which entails that language teaching must be prepared to teach the target language as first, second and foreign language in many different places in the world. It proposes a range of dimen-sions of transnationality comprising not only language flows but also other kinds of transnational practices, processes and structures – dimensions that may be considered in the planning and analysis of language learning materials. It describes three transnational themes in greater length in order to demonstrate how transnational contextualization can transform existing themes in the direction of making the real interdependent world with its important issues visible for the students, although perhaps only in visuals and simple texts. The three transnational themes dealt with are: Scotland: The Scandinavian Connection (for English teaching); Senegal: The Great Green Wall for the Sahara and the Sahel (for French teaching); and The Thailand Cave Rescue (for English teaching

From the perspective of applied semantics, the meaning of the text is formed in connection with the context, and study and understanding of the meaning depends on the intra-linguistic and extra-linguistic context. Accordingly, when a text is separated from its original context (decontextualizing) and used in another context (re-contextualizing), new relationships are formed between the text and the elements of the new context, which is collectively called contextualization. In the research, the contextualization of the Qur'anic verses in Jowayni's Jahāngoshā History is examined. The result of the research shows that in decontextualizing the verses of the Qur'an, in terms of formal structure, Jowayni focused on decontextualizing a part of a verse, and in this way, by removing the situational context of the verses, he was able to align them with his purpose and meaning. In re-contextualizing the verses in terms of their formal structure, he often used them in the position of one of the sentence components, and in terms of application purposes for explanation and description; Islamic justification; expressing his intellectual point of view and etc. he has dealt with the re-contextualizing of the verses of the Qur'an.

Dialogue contextualization in the 1st Pahlavi cultural policies, refers to the intellectual issues, and relevant discussions during that period introduced by influential cultural-political figures to the first Pahlavi era and the mindset of the society. Dialogue contextualization in this era, had a function beyond usual because the Pahlavi family strongly needed it to influence people’s minds and attitudes to facilitate their desired actions. Furthermore, it was used to guarantee their legitimacy. 1st Pahlavi succeeded to introduce itself to intellectuals of the era as an unavoidable necessity and the best possible choice for government in addition to engaging some of the intellectuals in a wide range of activities thereby preparing the ground for cultural transformations. The current article aims to prove that this discourse in its relation with the mentioned intellectual flow has the nature of “effect to cause”. In other words, 1st Pahlavi was provided the ground for a special kind of intellectual flow during that period. This article by clarifying the reasons for this association, introduces attitude and fundamental contradiction of this discourse as the cause of inefficiency and failure of those policies, the contradiction which described indispensable meaning and realization of civilization and progress as Secularism, and the unavoidable introduction of improvement and development as Dictatorship.

Background: Simulation can be used for educating, evaluating and assessing psychometric properties of an instrument. The aim of this study was to contextualize and assess the validity and reliability of the Interprofessional Collaborative Assessment tool (ICAR) in an Iranian context using simulation. Methods: In this descriptive study, contextualization of the ICAR was assessed through several steps. Firstly, validity assessment was approved through expert panels and Delphi rounds. Secondly, reliability assessment was done by arranging a simulation video and assessing reproducibility, test-retest (ICC), internal consistency (Cronbach's Alpha) and inter-rater reliability (Kappa). The participants included 26 experts, 27 students and 6 staff of the Standardized Simulation Office of Teheran University of Medical Sciences. Results: Contextualization and validity of the ICAR were approved in an Iranian context. The reliability of the tool was computed to be 0. 71 according to Cronbach´ s Alpha. The test-retest was calculated to be 0. 76. Conclusion: The Iranian ICAR can be a useful tool for evaluating interprofessional collaborative competencies. The development of the instrument through a simulation scenario has been a positive prospect for researchers.

The components of current cities, step by step have been increased, and undergone numerous change, the mechanism of city integration in total aspects including social, cultural, physical and aesthetical features encountering to numerous change. To prevent the emergence and intensification of ambivalence in urban adjacent structures that were formed over centuries, raising abilities and skills for including and integration performance of such emerging and sporadic component in a coherent and meaningful whole is essential. This paper attempting to recognize the process of new structure integration in cities and resolving the opposition of cities features in the past by new developments. Such process take place by recognizing of instable parts for changing and continuing of signs system in time span or emphasizing on their emergence context. Conversion of multilateral structure in to the integrated structure, necessitate understanding of markedness in cities. Therefore in this research accessing to a method for evaluation and finding signs and their classification in a sign system which is originating from culture, believes, history, and ruling value on society and other related affairs, is considered by emphasizing on contextualization of city signs.

Children in Justin Kurzel’, s Macbeth 2015, represent many symbolic concepts, such as the dominant ideology of the Elizabethan era. This research study explains why the source text has undergone many changes regarding the representation of child characters. Kurzel has added new child characters to the original story to signify his concern for the young generation of our contemporary time. Contextualization and the socio-historical events will explain the reason behind the abundance of children in the film adaptation. Robert Stam’, s model of intertextual dialogism helps to understand how Macbeth 2015 relates to real physical and psychological damage to contemporary children by war. The adaptation is in constant dialogue with the reality of violence and war in the turn of the century. Child soldiers, grieving and revengeful parents and children, and Post-Traumatic Stress Disorder are serious contemporary dilemmas. These traumatic events are a consequence of the pursuit of power by people who encourage war and violence.