Departure from the West in Foreign Language Teaching Strategies for Consolidation of the Ideological System in the Post-method

Moving into the postmodernism era, the conceptual boundaries of many ideological and cultural foundations have been disrupted.  Accordingly, fundamental concepts such as identity and worldview in indigenous belief systems and cultures have been deeply challenged. In the meantime, teaching foreign languages, has occupied an important aspect of epistemological globalization and commodification that deeply affects the nature of identity and worldview and indigenous ideological system. Since the epistemological foundations of the Islamic Revolution and that of Islam are in conflict with the epistemological foundations of the native language countries, this challenge seems more acute in Iran and the need for a cognitive separation from the Western imperialist bases of foreign language teaching is felt more critical. Considering the fact that almost no real measure has ever been taken to address this phenomenon, and for the localization of foreign language teaching in the country, this study is intended to make an attempt for its localization through documentary research and the study the global theoretical currents, localization of language teaching and material preparation, arrangement for knowledge development, teaching methodology, and educational planning in other countries. The results indicated that in the fields of educational terminology, knowledge development, methodology, linguistic acculturation and syllabus design, there is a need for fundamental changes in foreign language teaching. In this regard, strategies must be proposed considering the major concerns of the state and the decrees of the Supreme Leader. The results of this research can be employed by educational, cultural, and higher educational the decision makers, and researchers in the field of language teaching and teacher training.