Cultivating Iranian-Islamic Identity Through Persian Language Teaching: Approaches for a Globalized World

AbstractThis study examines how Persian language pedagogy can be reimagined to strengthenIranian-Islamic identity amid globalization’s homogenizing pressures. As Englishdominates as a global lingua franca and diaspora communities face assimilation,Persian—a language intertwined with Iran’s literary, philosophical, and religiousheritage—risks attrition, eroding its role as a cultural anchor. Through qualitativeanalysis of theoretical frameworks, case studies, and policy documents, this paperproposes three actionable strategies: (1) integrating classical Persian literature (e.g.,Rumi, Saadi) to foster cultural literacy and emotional engagement; (2) adopting criticalpedagogy to contextualize language within Iran’s sociohistorical struggles; and (3)leveraging institutional partnerships to scale programs while preserving cultural depth.Findings reveal that such approaches enhance identity negotiation among learners,particularly in diaspora settings, but face systemic challenges, including insufficientteacher training, geopolitical fragmentation, and the pitfalls of digital standardization.The study underscores the need for grassroots collaboration, culturally responsivecurricula, and balanced technological integration. By bridging theory and practice, thiswork contributes to broader discourses on language preservation and culturalresilience, advocating for Persian pedagogy that empowers learners to navigateglobalization without cultural erasure. Recommendations include investing in teacherdevelopment, interdisciplinary policymaking, and longitudinal research to assess thelong-term impacts of these strategies.Keywords: cultural preservation, globalization, heritage language education, Iranian-Islamic identity, Persian language pedagogy