References
- Amouzadeh, M. (2003). Symbolic value of English language in Persian advertising. International Journal of Communication, 13, 197–222.
- Chang, J. (2004). Ideologies of English teaching in Taiwan (Unpublished Ph.D. dissertation). University of Sydney, Sydney.
- Collier, V. P. (1989). How long? A synthesis of research on academic achievement in a second language. TESOL Quarterly, 23, 509–531. doi:10.2307/3586923
- Cook, G. (2001). The discourse of advertising (2nd ed.). London: Routledge and Kegan Paul.
- Dahmardeh, M. (2009). English language teaching in Iran. VDM Publishing.
- Fairclough, N. (1989). Language and power. London: Longman.
- Fairclough, N. (2001). The dialectics of discourse. Retrieved July 19, 2005, from www.ling.lancs.ac.uk/staff/norman/2001a.doc.
- Farhady, H., Sajadi Hezaveh, F., & Hedayati, H. (2010). Reflections on foreign language education in Iran. TESL-EJ, 13(4). Retrieved June 22, 2010, from www.tesl-ej.org/wordpress/volume13/ej52/ej52a
- Fasheh, M. (2000). The trouble with knowledge. Presented at Global Dialogue on Building Learning Societies, Hanover.
- Goddard, A. (1998). The language of advertising. London: Routledge and Kegan Paul.
- Hakuta, K., Butler, Y., & Witt, D. (2000). How long does it take English learners to attain proficiency? Retrieved May 7, 2005, from www.stanford.edu/∼hakuta/Docs/HowLong.pdf.
- Hammond, J., & Macken-Horarik, M. (1999). Critical literacy: Challenges and questions for ESL classrooms. TESOL Quarterly, 33, 528–543. doi:10.2307/3587678
- Hashemi, M. R. (1992). Feasibility of functional approach to ELT teaching in Iran. Paper presented at the 26th Annual TESOL Meeting, Vancouver.
- Holliday, A. (2006). Native-speakerism. ELT Journal, 60, 385–387. doi:10.1093/elt/ccl030
- Jager, S. (2001). Discourse and knowledge: Theoretical and methodological aspects of a critical discourse and dispositive analysis. In R. Wodak & M. Meyer (Eds.), Methods of critical discourse analysis (pp. 32–62). London: Sage.
- Jahangard, A. (2007). Evaluation of EFL materials taught at Iranian public high schools. The Asian EFL Journal, 9(2), 130–150.
- Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly, 40, 157–181. doi:10.2307/40264515
- Kent, D. D. (1997). The practice of TESOL and the effect of individual variables upon TESOL students. The Internet TESL Journal, 4(4). Retrieved May 10, 2005, from http://iteslj.org/Articles/Kent-PracOfTESOL.html
- Khan, S. Z. (2009). Imperialism of international tests: An EIL perspective. In F. Sharifian (Ed.), English as an international language: Perspectives and pedagogical issues (pp. 190–205). Clevedon: Multilingual Matters.
- Kiany, G. R., & Khayyamdar, M. (Eds.). (2005). Proceedings of the first national ESP/EAP conference. Tehran: SAMT.
- Maftoon, P., Yazdani Moghaddam, M., Gholebostan, H., & Beh-Afarin, S. R. (2010). Privatization of English education in Iran: A feasibility study. TESL-EJ, 13(4). Retrieved June 22, 2010, from http://www.tesl-ej.org/wordpress/volume13/ej52/ej52a8
- McKay, S. L. (2003). Toward an appropriate EIL pedagogy: Re-examining common ELT assumptions. International Journal of Applied Linguistics, 13(1), 1–22. doi:10.1111/1473-4192.00035
- McLaughlin, B. (1992). Myths and misconceptions about second language learning. Center for Applied Linguistics Digest. Retrieved July 20, 2006, from www.cal.org/resources/Digest/myths.html
- Mirhosseini, S. A. (2007). Real flowers or plastic flowers in learning medical English. The Asian ESP Journal, 3(1), 107–111.
- Mirhosseini, S. A. (2008). English and a world of diversities: Confrontation, appropriation, awareness. Applied Linguistics, 29, 312–317. doi:10.1093/applin/amn013
- Mirhosseini, S. A. (2009). The course book syndrome: ELT materials and language education policies in Iran. Paper presented at the 7th International Conference of the Teaching Language and Literature Society of Iran (TELLSI 7), Yazd University, Yazd.
- Nelson, M. (2000). A corpus-based study of the lexis of business English and business English teaching materials (Unpublished Ph.D. dissertation). University of Manchester, Manchester.
- Pennycook, A. (1989). The concept of method, interested knowledge, and the politics of language teaching. TESOL Quarterly, 23, 589–618. doi:10.2307/3587534
- Pennycook, A. (1994). Beyond (f)utilitarianism: English “as” academic purpose. Hong Kong Papers in Linguistics and Language Teaching, 17(1), 13–23.
- Shohamy, E. (1998). Critical language testing and beyond. Studies in Educational Evaluation, 24, 331–345. doi:10.1016/S0191-491X(98)00020-0
- Tang, C. (1997). The identity of the non-native ESL teacher. TESOL Quarterly, 31, 577–579. doi:10.2307/3587840
- van Dijk, T. (1995). Discourse analysis as ideology analysis. In C. Schäffner & A. Wenden (Eds.), Language and peace (pp. 17–33). Aldershot: Dartmouth Publishing.
- van Dijk, T. (2001). Critical discourse analysis. In D. Tannen, D. Schiffrin, & H. Hamilton (Eds.), Handbook of discourse analysis (pp. 352–371). Oxford: Blackwell.
- van Dijk, T. (2004a). Critical context studies. Valencia Congress on Critical Discourse Analysis. Retrieved December 11, 2004, from www.discourse-in-society.org/Critical%20context%20studies.htm
- van Dijk, T. (2004b). Ideology and discourse analysis. Oxford Symposium on Ideology. Retrieved December 11, 2004, from www.discourse-in-society.org/Ideology%20and%20discourse%20analysis.htm
- van Dijk, T. (2009). Society and discourse: How social contexts influence text and talk. Cambridge: Cambridge University Press.