15th International TELLSI Conference

19 Sunday January 2020  |  فارسی  |   |   | 
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Dr. Hassan Soodmand Afshar
is an Associate Professor in Applied Linguistics who teaches BA, MA and PhD courses in TEFL at Bu-Ali Sina University, Hamedan. He is also a Cambridge Centre Exams Manager at IR056 and a Cambridge Speaking Examiner. He has presented enormously both inside and outside the country and has published extensively in both accredited international journals (e.g., Reflective Practice, Thinking Skills and Creativity, Journal of English for Academic Purposes, Research Papers in Education, The Language Learning Journal, Issues in Educational Research, e-FLT, etc.), and various local journals. His research interests include reflective practice and critical pedagogy, academic writing, psychology of language education, ESP/EAP research, language learning strategies, oral language assessment and teacher education.  E-mail: soodmand@basu.ac.ir,  hassansoodmand@gmail.com

Featured Speech
A Second Thought on Reflection and the Story of Inhibitors

The paper first delves into the theoretical underpinnings of reflection as related to language teaching and learning and touches upon the new developments on the concept. It, then, deals with the inhibitors lying in the way of Iranian EFL teachers\' reflective practice drawing upon the findings of recent studies in this respect. In keeping with the post-modernist and post-structuralist worldviews in general and post-method paradigm in foreign language teaching in particular, reflective practice entered teacher education literature challenging the positivistic epistemology of technical rationality and technicist approach to learning and teaching, but advocating the artistry of professional knowledge and practice in teaching (Thompson & Pascal, 2012) and seeking to bridge the gap between \'high ground\' of theory and \'swampy lowlands\' of practice (Schӧn,1983). Moreover, reflective practice aims at questioning, analysing and evaluating the taken-for-granted assumptions and the conventionalised routinised forms of practice as well as democratising teaching and learning. Theoretically speaking, reflective teaching hypothesises that learning is an active joint dialogic reconstruction of meaning in a bilateral participatory act. At the practical layer, a teacher\'s reflective practice begins with a \'problem at hand\' or what Murphy and Russell (1990) call "puzzles of practice". Next, the teacher goes on to critically analyse the problem at hand various angles. The teacher then puts various perspectives and understandings of the problem together to make an informed decision about the given situation, the ultimate goal of which is to enhance teaching quality (Farrell, 2015).

Having realised the crucial role that reflection might play in teaching, we should find some ways to enhance teachers\' reflective practice and remove the obstacles lying in the way of reflection. The findings of recent studies in the field on the topic (e.g., Soodmand Afshar and Farahani, 2017), reveal that three main sources might inhibit (Iranian) EFL teachers thinking and acting reflectively. The first source, labelled as “lack of knowledge inhibitors”, includes such factors as unfamiliarity with the concept of reflection, not attaching enough significance to reflection, etc. The second group called “affective/emotional inhibitors” comprises such factors as burn-out and lack of motivation. The third source, labelled as “teaching situation inhibitors”, originates such factors as job insecurity, job dissatisfaction, etc. which are discussed in detail in the paper.

Prof. Farzaneh Farahzad is Professor of translation studies at Allameh Tabataba’i University in Tehran, author of several textbooks for the translator training program in Iran, author of many articles in Persian and English in translation studies, curriculum developer of translator training programs in Iran, editor-in-chief of the Iranian Translation Studies Journal, freelance translator and simultaneous interpreter. Her latest book is Translating Women: Different Voices, New Horizons, a volume co-edited with Luise Von Flotow and published by Routledge in 2016. Her areas of interests are translation studies theory and research, translation criticism, translation historiography.


    Featured Speech

  New Perspectives in the Translator Training Program

The present paper reports the recent experience of developing a new undergrad program for translator education, traditionally known as the English Language Translator Training program in Iran. The new program is expected to replace the old one which was initially developed as the result of the Cultural Revolution after the establishment of the Islamic Republic, modified and nationally implemented in 1369/1990 and again partially modified in 1374/1995. The huge time lapse since the last modification means a huge distance fr0m present day teaching materials, teaching methods and market requirements. The gap seems to have forced many translator trainers away fr0m the program and its outdated goals, course descriptions and textbooks into uncertain idiosyncratic syllabuses based on diverse personal experiences or expectations, or copied and transferred fr0m other disciplines such as EFL and linguistics. The new program developed in line with the new policies and requirements of the Development Council (Shoraye Tahavvol) and the new internationally recognized trends in translator education to cover the gap, and is based on insights fr0m translation studies research and the emerging area of translation pedagogy. The attempt manifested the need for a tremendous shift of perspective, fr0m developing translation skills to developing translation competencies. 



Dr. Shahriar Mansouri is Assistant Professor of Modern Irish and English Literature at Shahid Beheshti University, Tehran; and IASIL regional Bibliography Representative for Iran. He completed his PhD at the University of Glasgow on the Modern Irish Bildungsroman in 2013, and taught a few semesters there before he joined Shahid Beheshti. He specializes in the modern Irish novel, with additional interests in James Joyce, Samuel Beckett, Flann O’Brien, memory studies, history and theory of the novel, and a reading of modern literature in light of Badiou, Deleuze, and Heidegger. His forthcoming monograph with Palgrave UK is a Badiouian reading of time and temporality in Joyce’s Ulysses and Finnegans.

Featured Speech
James Joyce’s Globalized Vision of Language, Identity, and Culture

James Joyce’s Finnegans Wake has been read as a multifaceted narrative of creation in the author re-imagines the human existence as a composite image that transcends any traditional perception of time and space. Language and culture too appear as substrata of such a composite ontology, culture includes the geo-ideological artifacts, and language appears as a medium of conceptual transference and ideological transformation. I, however, contend that in crafting the narrative of Finnegans Wake Joyce was interested in neither a textual reconstruction of an ideal and timeless history nor a contextual reconsideration of mimesis. Rather, the narrative of his last two works, namely, Ulysses and Finnegans Wake, ushers a radical perception of language and ontology that allowed for the author to create, mythologize and recreate history, language, culture and identity based on Evental time, and a microgenetic understanding of language. 

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