Education

The struggle to deal with issues of second/foreign language teaching has led to different methods and approaches, each of which is underlined by a language learning theory and the learners` needs. This article examines the language learning experiences, challenges, expectations, and curriculum preferences of four university-level language learners. Interviewing them, I integrate the voice of the language learners within the eight components of the SIOP (Sheltered Instruction Observation Protocol) model (Echevarria, Vogt, & Graves, 2012) which has been used for English language education. I aim to compare some of components of the SIOP model with what learners have mentioned as their problems or suggestions in order to better help teachers meet their needs. By gathering information from four Persian language learners and three teachers, this study aims to contribute to a better perspective of what should be done to improve the effectiveness of Persian language teaching and how teachers and materials developers promote Persian language teaching and learning.

Using sociocultural theory, this study examined different types of mediational signs and tools of Persian language teaching in two Persian language classrooms in elementary and intermediate level at two universities in the United States. This qualitative study investigates the pedagogical practices of two teachers, two teaching assistants, and six language learners from having diverse linguistic and cultural backgrounds. I studied the pedagogical activities and strategies within the Vygotskian theory of mediation to find the implications of mediational artifacts in Persian language teaching. The findings show the importance of some material tools such as the blackboard, handouts, and technology in a second language classroom. Symbolic systems can also include translanguaging and transliteration practices. The role of human mediation in the metaphorical zone of proximal development created by teachers and the students help students learn through cooperation among themselves and through instructional conversations between one teacher and students.

Despite frequent references to the field of Persian language education, it is only in the past decade that scholars have conducted empirical research on Persian language teaching. Like teachers of other foreign languages, Persian language teachers base their teaching methodologies on their expertise, practical experiences, and students` needs. They not only teach about the language, but they also portray the social, cultural, and educational contexts in which they were born, grew up, and were educated. This article describes the teaching of Persian as a heritage language at the beginning level by three Persian language teachers. First, I will narrate the particular language teaching methodologies each teacher applies in their classroom. Second, I discuss the ways that teachers bring various forms of funds of knowledge (Moll et.al. 1992) into their teaching journey. I also define if and how the funds of knowledge of Persian language teachers are integrated into their teaching activities and materials in their classrooms.

Despite frequent references to the field of Persian language education, it is only in the past decade that scholars have conducted empirical research on Persian language teaching. Like teachers of other foreign languages, Persian language teachers base their teaching methodologies on their expertise, practical experiences, and students' needs. They not only teach about the language, but they also portray the social, cultural, and educational contexts in which they were born, grew up, and were educated. This ethnographic article describes the teaching practices of three teachers of Persian as a heritage language at the beginning level. First, I investigate the language teaching methodologies each teacher applies in their classroom. Second, I discuss the ways that teachers bring various forms of funds of knowledge (Moll et.al. 1992) into their teaching journey. I also explore if and how the funds of knowledge of Persian language teachers are integrated into their teaching activities and materials in their classrooms.