Exploring Teachers’ Perspectives Toward Bilingual Education in Iran: The Case of Age, Gender, Educational Level, and Job Seniority

The present study examined Iranian EFL teachers’ attitudes toward bilingual education. More precisely, it aims to uncover to what extend teachers’ perspectives toward bilingual education are different. To undertake the study, a number of variables such as age, gender, educational level, and job seniority were taken into account. Moreover, this study sought to screen the probable relationship between teachers’ attitude toward bilingual education and job seniority. In so doing, a group of 58 male and female English language teachers whose ages ranged from 25 to 50 were randomly selected based on stratified sampling procedure. They were stratified according to their academic degrees, BA, MA, and PhD. This was done to probe their perspectives toward bilingualism. They were subsequently asked to fill out a researcher-made survey questionnaire. The analysis of the questionnaire revealed that teachers had positive perspectives toward bilingual education. However, their perspectives were not statistically significant as far as their age, gender, educational level and job seniority were concerned. The implications are discussed in details.

کلیدواژه ها:

Attitude ، Bilingual Education ، Challenge ، EFL Teachers