ABSTRACT

This article explores the opportunities and challenges created by teaching a General English (GE) course at an Iranian university based on New Literacy Studies (NLS). Over a whole semester and relying on various types of qualitative data, we examined how NLS-based pedagogy can be received as an alternative to mainstream GE instruction that is mainly based on traditional teaching of skills and components. Several bodies of data were gathered and explored based on a grounded theoretical approach. A thematic structure emerged from data analysis under two themes: Opportunities (comprising Relevance, Non-fragmentation, Discovery, and Assessment) and Challenges (shaped by Preconceptions, Abilities, and Practicalities). Despite its challenges, NLS-based language teaching appeared to provide important possibilities in tackling not only some of the long-held challenges of teaching GE in Iran, but also many of the common language education concerns in contexts where students come from diverse linguistic, educational, and sociocultural backgrounds.

摘要

本文探讨了在伊朗大学教授基于新识字研究 (NLS) 的通用英语 (GE) 课程所带来的机遇和挑战。在整个学期中，我们依靠各种类型的定性数据，研究了如何将基于 NLS 的教学法作为主流 GE 教学的替代方案，后者主要基于传统的技能和组件教学。基于扎根的理论方法收集和探索了几组数据。从数据分析中出现了一个主题结构，分为两个主题：机会（包括相关性、非碎片化、发现和评估）和挑战（由先入为主、能力和实践塑造）。尽管面临挑战，