This paper aims at shedding light on the concept of postmodernism, and its implications in the TESOL. Postmodern philosophy as a prevalent concept and a hot buzzword in philosophy, science, and art is believed to have influenced the TESOL theoretically in some ways. The elements of postmodernism including: constructivism, subjectivism, relativism, localism, and pragmatism are found to have been applied in the TESOL to the concept of the demise of the methods, more focus on styles, strategies, and multiple intelligences, chaos/complexity theory and critical theories. But in practice, in developing countries the TESOL still lives in the modern era.

This article aims at shedding light on the concept of postmodernism, and its implications in TESOL. Postmodern philosophy as a prevalent concept and a hot buzzword in philosophy, science, and art is believed to have influenced TESOL theoretically in some ways. The elements of postmodernism including: constructivism, subjectivism, relativism, localism, and pragmatism are found to have been applied in TESOL to the concept of the demise of the methods, more focus on styles, strategies, multiple intelligences, chaos/complexity theory and critical theories. But in practice, in Iran TESOL still lives in the modem era.

English as an international language (EIL) is considered by applied linguists to be a new paradigm for research, practice and English language teaching (ELT). However, it appears that English language teachers have little voice in these discussions, and the English as a foreign language (EFL) classroom has remained largely unaffected by EIL, hinging upon the native speaker (NS) ideal. This is hardly surprising as insufficient attention has been devoted to EIL pedagogy, and to helping teachers integrate theoretical understandings of EIL into their teaching. This paper aims to address this gap by examining EFL teachers’ (non-native speakers-NNS) perspectives on the implications of EIL for classroom practice. Through an analysis of data gathered from an online questionnaire and 10 semistructured interviews, this study examined the attitudes of 53 EFL teachers working in Croatian public schools towards: a) the EIL paradigm, b) NS/NNS models in ELT, and c) the implications of EIL for language teaching. The findings show that although the teachers are familiar with and open to the notion of EIL, when conceptualized as a paradigm for teaching, it becomes a rather elusive concept, and a second best NNS English. Overall, the teachers are largely unaware of the potential of EIL for ELT, and rely on the NS as the benchmark and authority. They maintain that the EIL theory-ELT practice link is complex and difficult to operationalise. It is argued that, if EIL is to become a new paradigm for teaching, greater collaboration is required between applied linguists and ELF teachers, and explicit guidelines are needed to help teachers integrate EIL into ELT.

Upon the continuing spread of English as the global language, there have been dissenting voices, albeit not resounding ones, from Muslim scholars lamenting the hegemony of Western patterns of thoughts and the relegation or denigration of Islamic ideology, values, and culture in education in general and English language teaching (ELT) curricular and pedagogic thinking in particular. Nonetheless, despite the current qualms, the prac-tice of reviving language teachings based on Islamic sources and the so-cio-religious concerns of Muslim communities is still infrequent. Feeling the necessity of designing educational materials, I narrate an experience of composing nursery rhymes targeted at introducing body organs and their divine rights to young English learners through deriving inspiration from Islamic references like the Sublime Qur’ an and Imam Sajjad’ s Trea-ties on Rights (Risalat al-Huquq). I hope the modest experience would be inspirational for other language teachers and materials developers interested in carving out identity and ownership in foreign language teaching.

The purpose of the present study was to determine whether different reflective teaching tools obtained the same kind of data. If not, which tool provided the reflective teachers with more reliable data? In order to investigate the research question, a researcher-made questionnaire related to the teachers’ decision making was designed. The population of the study consisted of all the Teachers (i.e., around 60 teachers) and students (i.e., around 2500 students) in the English Department of Islamic Azad University, Roudehen Branch in the academic year of 2006-2007. The method of selecting the research sample was simple random sampling. The research sample was comprised of 10 teachers and 251 students. The design of the study was descriptive (non-experimental correlational). The statistical analysis of data included the application of ANOVA and Pearson Coefficient of Correlation. The ANOVA test showed that the F observed (8.12) was significant at the 0.05 level; therefore, there were significant differences among the kind of data that different reflective tools obtained. Moreover, further analysis emphasized that some reflective teaching tools provided the teachers with more reliable data.

The purpose of this study was to investigate the role of informal English language teaching in childhood on English knowledge and attitude towards English language in adulthood. The research design was of a causal-comparative nature. The statistical population included all the first-year undergraduate students of Islamic Azad Universities who had been studying humanities in the academic year of 2015-2016. A sample size of 200 students was selected by multistage cluster sampling method. The research tools were English knowledge test and attitude questionnaire which were developed by the researcher. Statistical analyses using MANOVA was implemented. Findings revealed that the informal English language teaching in childhood, as compared to its absence, leads to more English knowledge and improves attitude towards the English language in adulthood. Based on the obtained results, it is recommended that English language learning should not only start at an earlier age but it should also and be taught informally.