Developing and Validating a Pluralistic Curriculum (PC) Model for English Teaching in Iranian High Schools

One manifestation of the changes in societies is the emergence of pluralistic/multicultural societies which necessitates using intercultural/pluralistic education elements in education systems. Hence, this study aimed at developing and validating a Pluralistic Curriculum (PC) Model for English language teaching (ELT) in Iranian high schools. To this aim, a concurrent design (qualitative + quantitative) within a mixed methods approach was used. Participants of the study were 30 Iranian (17 male and 13 female) curriculum experts from Iranian Curriculum Studies Association (ICSA) who were selected through snowball sampling. Results of data analysis revealed the following components for PC: pluralistic education, pluralistic evaluation, racial and ethnic equality, social class equality, linguistic diversity and equality, gender equality, cultural diversity and tolerance of difference. Results of data analysis also showed that the proposed model consists of four elements namely, content, teaching/learning strategies/methods, evaluation and goal. Moreover, it was found that the proposed PC model is valid from the viewpoint of the curriculum experts. This promising finding implies that the proposed model can be implemented by ELT practitioners in the Iranian high schools. Furthermore, it can be used as a valid scale to see whether educational curriculums most particularly EFL/ESL curriculums at different levels (primary, junior high school, high school, and tertiary education) are developed in line with pluralistic curriculum or not.