Representation of Islamic Identity in Persian Language Teaching Texts: Content Analysis of 'Parsa' Series.

Document Type : Original Article

Authors

1 Graduate of the Teaching Persian to Speakers of Other Languages (AZFA) program, Allameh Tabataba’i University, Tehran, Iran

2 Department of Linguistics, Allameh Tabataba'i University, Tehran, Iran

3 Associate professor of Linguistics and Head of Foreign Languages Department of Organization for Educational Research and Planning(OERP) , Tehran, Iran

Abstract

Language, beyond its communicative function, serves as a powerful tool for transmitting culture and shaping identity. This study investigates the representation of Islamic identity in the Parsa Persian language textbooks used at Al-Mustafa International University. Employing a qualitative content analysis method, data were purposefully collected from the textbooks and analyzed using MAXQDA software through open, axial, and selective coding. The findings reveal that the textbooks reflect Islamic identity across individual, social, cultural, scientific, and environmental dimensions. Concepts such as prayer, kinship, avoidance of wastefulness, and the value of knowledge in Islam are conveyed through dialogues, stories, open discussions, and language exercises. Thus, Persian language education at Al-Mustafa University extends beyond linguistic instruction and functions as a cultural and identity-building tool. The results of this research can inform language instructors and textbook developers in designing identity-based educational content.

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