مجله مطالعات اجتماعی ایران
سال هشتم شماره 3 (پیاپی 27، پاییز 1393)

Among different issues related to language policy and planning, it seems that interaction between Persian and world languages (especially English) is an important challenge. As a matter of fact, the lingual aspect of globalization has been defined as turning of English to the lingua franca of the international community. As a result of such a process, dynamics of the relationship between Persian and English has become an important issue of contemplation. We have to formulate realistic policies to plan this relationship. But there are beliefs that are serious obstacles in the way of such realistic policy – making. One of them is the illusionary goal of "pure language" and futile efforts for purifying Persian from all foreign words. A goal which is not followed by laymen Persian speakers, linguists and sociologists of culture. Of course, coining Persian equivalents for foreign words is necessary in many conditions, but purists lack an objective approach and their efforts are not for strengthening language as a means of communication. Instead they follow the goal of purification of a language which is both wrong and impossible. This article suggests a policy package for regulating the relationship between Persian and world languages. Some of the principles of the policy package are as follows: 1-The principle of symbiotic coexistence which among others includes standardization of loan-exchange by establishing rules for borrowing words from other languages, and therefore legitimizing the everyday process of loanexchange between languages, and bringing the process under some control. 2-The principle of division of labour among World Language (used for communicating with other nations), National Language (used for communication within the nation), and Ethnic Language (used for communication within an ethnic group). 3- The principle of distinguishing between transcription and language. This is very important for both standardization of Persian within the country and teaching Persian to foreigners

The goal of this study is to evaluate the present situation of translated texts in the field of social science in the Iranian society. The basic assumption in this study is that while scientific texts are an index of scientific development, they also can function as a source for scientific and cultural development. This study is mostly concerned with translated texts that target the scientific community and specially the educational community in universities. Although the importance and necessity of translated texts in the Iranian educational and research atmosphere is undeniable and some qualified translators have created valuable and commendable translations of some classic and necessary texts for the study of students, the scientific value and quality of most translations of published materials have some problems and limitations. These problems and limitations are in part due to inappropriate selection of texts and low quality of the translations. The theoretical framework in the study is dialectical approach of agencystructure integration. It is concluded that the translation of the social science texts is important and necessary for development of science in our society. The main problems of the translation practices are the egoism disposition of the translators (as the agents) and the immaturity of scientific community (as the structure).

Social concepts are made of “objective” and “subjective” components. A dialectical relationship between object and subject forms a social concept. In other words any comprehension or understanding of the concept is dependent on the "object" and "subject" and so any process of comprehension is dialectical. Thus we can say that it depends upon the state of mind of the audience and the reality. When it comes to social concepts, we deal with different degrees of abstract and concrete which causes a kind of ambiguity in the meaning attributed to the object. In other words, instead of a dual scenario of “truth” and “non truth” we face a multi scenario of “degrees of truth”. This is why an approach based on fuzzy logic can be effective in the construction and assessment of concepts. Classic logic which is based on the dual logic of truth and non-truth cannot resolve the dilemma of the conceptual ambiguity. Concepts of social science based on their own nature cannot fully and precisely determine which denotations to include. So, fuzzy logic can work more efficient than classic logic. In Fuzzy logic any process of understanding or decoding is polyvalent. This logic is based on accuracy and transparency. Any concept in any science must be "accurate" and "transparent". The validity of any concept is measured by its consistency to the ever changing reality. Therefore, this outlook (fuzzy) can help us to better understand and explain the social phenomena and is more applicable to the real world.

This study compares the attitudes of Social and Human Sciences professors through some challenging cultural concepts (considered as “indecent”) in English learning books (ELT). In order to do that, with referring to widespread ELT, consultation with professors of English and Sociology and analysis of the public opinion, a 20-item list representing the aforementioned concepts has been prepared, set in form of a questionnaire with both explanatory and objective (scalebased) sections and was handed to the participant professors to answer. For comparison purposes, the statistical population was deliberately limited. This population has included professors in Persian Literature, English Literature, Linguistics, Arabic Literature, Theology and Islamic Law at Semnan University, Iran. The findings showed more neutrality of the concepts for the Persian Literature, English Literature and Linguistics professors and in fact their tolerance and leniency concerning the topics. In contrast, the answers of Theology, Islamic Law and Arabic Literature professors implied that they had less intellectual proximity with those concepts and considered more indecency for them. According to the researchers, having language-related educational experience -and hence; more familiarity with western literature and culture- in the first group, and having educational experience in the realm of Religion and stronger value-oriented religious beliefs in the second one due to mastery of Islamic and fiqh (juridical) resources are among the possible reasons.

A century after the introduction of higher education and 80 years after the founding of the University of Tehran, as the Mother University, Iran has a student population of almost 5 million plus millions more who have already graduated. This country, in comparison to countries with similar populations, has one of the largest proportions of total students and graduates in the higher educational level in the world. In this regard Iran can stand in comparison with developing countries like Turkey as well as developed countries such as France. This is a paradoxical status when the vast majority of Iranian academic scholars believe that an “academic community” has not taken shape in Iran in the conventional sense of the word. In this paper, based primarily on P. Bourdieu approach of “Homo Academicus," we’ve tried to analyze the situation by focusing on one of the most important aspects of the problem: the language issue. The questions to be answered in this paper are as follows: Do we have really a scientific and academic language? If yes, what are its mechanisms and characteristics which influence academic thought in this country? The results of the study reveal that this language, even taken as “existed” is malformed and is far from a means contributing to the constitution of scientific community. This is a more realistic issue concerning the humanities and social sciences. Without such an academic language, the formation of a local or local/global sociological thought is an almost impossible task.

Many linguists and anthropologists believe that language is the base of identity, because the concept of language and identity have an inseparable connection. Even some of them believe that the first sign of identity, like a person’s name, is stuff of language. In this research by the use of field data, language and its connection to other variables like age, sex, ethnicity and nationality among Afghan immigrants was studied and the connection of these elements with identity was investigated. After a quarter century of their widespread presence in Iran, now the second and third generation of immigrants are experiencing the new conditions and achieving a new identity. This process that inevitably passes through an identity disorder will come across immigrant society. The new identity is formed through the language. It seems forming this identity can effectively act as a basis for the official presence of a new minority called the »Iranian - Afghan«. So it seems that the Persian dialogue of Afghan is more or less threatened not only among the immigrants in Iran, but also back in Afghanistan.