The polite listener In England stares at the speaker attentively and blinks his eyes occasionally as a sign of interest. That eye-blink says nothing to Americans, who expect the listener to nod or to murmur something such as "mm - hmm”. And in some parts of  Far East, it is impolite to look at the other person at all during conversation.It is often argued that, in teaching foreign Languages, culture and Language are interwoven in a way that it is not possible to present Language without its culture. However, until a new method of teaching Language, called communicative approach, which is sociolinguistically oriented, had not come into existence, this belief was not used to be observed in textbooks and Language classes. This method intends to create situations in the classroom in which foreign Language can be used as naturally and authentically as the native speakers of target Language use it for communicative purposes.The problem of teaching culture, nevertheless, does not end here. Nowadays, foreign Languages are taught with different and varied objectives. Is it necessary for all foreign Language learners to get familiar with the culture of foreign Language they are supposed to learn? As Schumann (1984) claims, is it true that second Language learning is impossible, unless one gives up his/her own native culture and adopts the culture of foreign Language community? What are some relevant issues regarding teaching English in Iran? These are actually some basic questions raised in this article. Whereas definite answers are not necessarily provided in this paper, some areas of research related to culture, and teaching foreign Language are put forward.

policy issues have become politically mushrooming in recent years، and this usually reduces the ability to analyze their expertise. The series of lectures that peaked in the last weeks has made the policy of Language and politics of this area a significant issue، which can increase the opportunity of the topic. In this article، the topic of the Language policy is first and then suggestions are made.

Persian is the only official Language of our country, Iran, along with several other Languages and dialects, each with some speakers. Moreover both English as an international Language and Arabic as a religious one have some positions in our linguistic programs. Planning for teaching each of them are among government's political programs and therefore is among the responsibilities of a government. As the Language is a cultural element for the people of each community, the policies devised for that are very important as well. In our society, Persian Language has been accepted as the national Language and it is used in official and social usage and education. It goes without saying that using Persian Language as national Language does not mean that the other Languages and dialects do not deserve to be paid attention. The Language policy devised and used by the government about all Languages in Iran needs to guarantee the status and usage of all other Languages along with Persian. The present article aims to examine the most important official documents for the state of Language policy. The results show that in most of the documents some linguistic programs can be referred but in a scattered manner. The present article suggests the compilation of a deliberate and integrated policy making for all the Languages and dialects in Iran. Therefore such linguistic framework can precisely reflect the state of national Language (Persian), other Languages, English and Arabic.

The importance of female heads of households in providing the basic needs of household members on the one hand and the limitations they face in most socio-economic fields have made it necessary to pay attention to the issues of female heads of households in most societies including our country. The purpose of this study is to use the systematic review method to review and evaluate the policy proposals that have been proposed in Iran for women heads of households. A total of 296 articles and 5 reports were identified. In the review and eligibility phase, the total number of selected texts was considered to be 79 texts, of which 62 studies used the quantitative method and 17 studies used the qualitative method. Based on the studies that proposed policy proposals, the characteristics of female heads of the household, the axes of vulnerability, the evaluation of policies and proposals were determined. The findings showed that more policy proposals were made based on the characteristics of low literacy, being unemployed, and being middle-aged. Based on the axes of vulnerability, women heads of households are more vulnerable psychologically and socially than they are materially vulnerable in many cases. The evaluation of policies for women heads of households showed that the most interventions for the empowerment of women heads of households were focused on the economic field and were mainly pursued in the form of financial payments and did not pay enough attention to other aspects of women's empowerment, while the empowerment of women heads of households was successful when It is expected to simultaneously pay attention to their mental health and improve their social and economic status.

Nowadays, there is a task in the republic of Tatarstan to preserve and popularize the national Language. In the republic of Tatarstan today, there is a large number of enterprises with the participation of foreign capital, which play a high-priority role in the economy of our republic. Thus, Language policy has to take into account the needs of modern society, that is, along with the popularization of the national Language, it is also necessary to create favourable conditions for the study of foreign Languages. Such measures will help to nurture not only a spiritually rich, harmonious, but also a modern society that meets the needs of a progressive world. The paper considers the main points of the Language situation and Language policy in the Republic of Tatarstan. The research offers a review of the main aspects of Language paradigm in the region.

The worldwide spread of English as the dominant Language of globalization has accelerated the development and implementation of Foreign Language Education policy (FLEP) in many countries. However, Iranian macro policymakers seem to be reluctant to develop an overt FLEP due to ideologized agendas. This study employs document analysis to explore FLEP in eight major national policy documents in Iran including, inter alia, National Vision 2025, Comprehensive Scientific Roadmap, and National Document of Education. This analysis was based on Kaplan and Baldauf’ s (1997, 2003) framework for Language-ineducation planning, which covers Access, Curriculum, Methods and Materials, Evaluation, Personnel, and Resourcing policy as its major components. The data, coded through MAXQDA Software, revealed that the documents relatively deal with almost all components of FLEP excluding the Resourcing policy. Curriculum policy and Methods and materials policy receive the highest attention. Further, some contradictions, conflicts of interest, and gaps are observed in the documents regarding FLEP. Although these documents deemed English necessary for the development of the country, there are worries that it may lead to Westernization. The findings also show that FLEP in Iran is topdown and hardly reflects the needs and attitudes of the community. This has resulted in the failure of ELT in public schools and, in turn, its boom in the private sectors.

Easy access to social media enables users to express their opinions and ideology about various topics like news, videos, and personalities freely, without any fear, and often in an offensive manner. It is a vital task to detect comments with offensive Language on social media platforms and relies on a complete and comprehensive tagged dataset. Therefore, in this paper, we introduce and make publicly available PerBOLD, a new Persian comment dataset collected from Instagram as a popular platform among Iranian. We follow a two-level manual annotation process in order to determine whether a comment has offensive Language or not and fine-grained tags of different types of offensive Language. Furthermore, we present some interesting aspects of data and analysis them.

Explaining the meaning of “Clear Arabic Language” (Arabic: لسان عربیّ مبین) in the Holy Quran according to the opinions of the commentators (the scholars who interpret the Holy Book of Quran) and the semantic functions of the words is the main issue of this research. Differences of opinion of commentators (Arabic: مفسّر; plural: Arabic: مفسّرون, Romanized: mufassirūn) and citing their views for different reasons necessitated this research. The present article has been studied and evaluated the opinions of the commentators in interpreting the verse and considers their views about “Clear Arabic Language” (Arabic: لسان عربیّ مبین) in four parts. These include: Taḥaddī (Arabic: تحدّی, The Quranic Challenge), the Language of the audience and the place of revelation, the honor and capacities of the Arabic Language, the eloquence and explicitness of the specific Language of the Qur'an. The results of the research show that the “Clear Arabic Language” beyond the opinions of the commentators is a common understanding that has revealed the superhuman Language of revelation through human conversational style and considered the universal characteristics, transhumanism, transhistorical of the Holy Book of Quran while considering the conditions and understanding of the audience. Paying attention to the Quranic meaning of related words and narrations as well as Saussure’s linguistic point of view can confirm the recent meaning.