Abelardo, L. J., Lomboy, M. A. A., Lopez, C. C., Balaria, F. E., & Subia, G. S. (2019). Challenges
encountered by the national high school teachers in doing action research. International
Journal of English, Literature and Social Science (IJELS), 4(4), 1046-1051.
Ade‐Ojo, G. O. (2011). Practitioners’ perception of the impact of the vision of policy‐makers on
practice: the example of the recommendations of the Moser Commission. Research Papers
in Education, 26(1), 53-77.
Arani, A. M., Kakia, L., & Malek, M. J. (2018). Higher education research in Iran: Quantitative development and qualitative challenges. In J. Jung, H. Horta, & A. Yonezawa (Eds.), Researching higher education in Asia: History, development, and future (pp. 315-326). Singapore: Springer.
Atai, M. R., & Fatahi-Majd, M. (2014). Exploring the practices and cognitions of Iranian ELT instructors and subject teachers in teaching EAP reading comprehension. English for Specific Purposes, 33, 27-38.
Borjian. M. (2015). English in post-revolutionary Iran: From indigenization to internationalization. Multilingua. 34.
Ebrahimi, F., & Sahragard, R. (2016). Some Insights into Iran's English Curriculum Based on Iran's Major Policies. Journal of Language Teaching & Research, 7(5).
Esposito, J., Davis, C. L., & Swain, A. N. (2012). Urban educators’ perceptions of culturally relevant pedagogy and school reform mandates. Journal of Educational Change, 13(2), 235-258.
Greenfield, R., Rinaldi, C., Proctor, C. P., & Cardarelli, A. (2010). Teachers’ perceptions of a response to intervention (RTI) reform effort in an urban elementary school: A consensual qualitative analysis. Journal of Disability Policy Studies, 21(1), 47-63.
Hajisoteriou, C. (2013). Duty calls for interculturalism: how do teachers perceive the reform of intercultural education in Cyprus?. Teacher development, 17(1), 107-126.
Hammersley, M., & Atkinson, P. (2019). Ethnography: Principles in practice. Routledge.
Johnson, D. C. (2013). What is language policy?. In Language policy (pp. 3-25). Palgrave Macmillan, London.
Johnson, D. C., & Ricento, T. (2013). Conceptual and theoretical perspectives in language planning and policy: Situating the ethnography of language policy. International Journal of the Sociology of Language, 2013(219), 7-21.
Jones, G. S. (2014). Outcast London: a study in the relationship between classes in Victorian society. Verso.
Kachru, B. B. (1992). World Englishes: Approaches, issues and resources. Language teaching, 25(1), 1-14.
Kaplan, M. A. (1989). French in the community: A survey of language use abroad. The French Review, 63(2), 290-299.
Kennedy, C. (2004). Challenges for language policy, language and development. Dreams and realities: Developing countries and the English language, 24-38.
Khany, R., & Tarlani-Aliabadi, H. (2016). Studying power relations in an academic setting: Teachers' and students' perceptions of EAP classes in Iran. Journal of English for Academic Purposes, 21, 72-85.
Lo Bianco, J. (2010). The importance of language policies and multilingualism for cultural diversity. International Social Science Journal, 61(199), 37-67.
Menken, K., García, O., (2010). Stirring the onion: Educators and the dynamics of language education policies (looking ahead). In Negotiating Language Policies in Schools (pp. 263-275). Routledge.
Mirhosseini, S. A., & Khodakarami, S. (2016). Aspects of ‘English language education’policies in Iran:‘Our own beliefs’ or ‘out of who you are’?. Journal of Multicultural Discourses, 11(3), 283-299.
Mirhosseini, S. A., Tajik, L., & Bahrampour Pasha, A. (2021). Policies of English language teacher recruitment in Iran and a glimpse of their implementation. Pedagogy, Culture & Society, 1-19.
Narafshan, M. H., & Yamini, M. (2011). Policy and English language teaching (ELT) in Iran. Iranian EFL journal, 7(5), 179-189.
Nero, S. J. (2014). De facto language education policy through teachers’ attitudes and practices: A critical ethnographic study in three Jamaican schools. Language Policy, 13(3), 221-242.
Pennycook, A. (2006). Postmodernism in language policy. An introduction to language policy: Theory and Method, 60-76.
Ramanathan, V., & Morgan, B. (2007). TESOL and policy enactments: Perspectives from practice. Tesol Quarterly, 41(3), 447-463.
Riazi, A. (2005). The four language stages in the history of Iran. In Lin, A. M., Martin, P. (Eds.), Decolonization, globalization: Language-in-education policy and practice (pp. 98-114). Clevedon, UK: Multilingual Matters
Ricento, T. (2000). Historical and theoretical perspectives in language policy and planning. Journal of sociolinguistics, 4(2), 196-213.
Ricento, T. (2006). Language policy: Theory and practice–An introduction. An introduction to language policy: Theory and method, 10, 23.
Rios-Aguilar, C., Gonzȧlez Canchė, M., & Moll, L. (2012). Implementing structured English immersion in Arizona: Benefits, challenges, and opportunities. Teachers College Record, 114(9), 1-18.
Roellke, C., & Rice, J. K. (2008). Responding to teacher quality and accountability mandates: The perspective of school administrators and classroom teachers. Leadership and Policy in Schools, 7(3), 264-295.
Russell, J. L. & Bray, L. E. (2013). The dynamic interaction between institutional pressures and activity: An examination of the implementation of IEPs in secondary inclusive settings. Educational Evaluation and Policy Analysis, 40(2), 243-266.
Schiffman, H., (2006). Language policy and linguistic culture. An introduction to language policy: Theory and method, 111-125.
Shohamy, E. (2006). Language policy: Hidden agendas and new approaches. Routledge.
Spolsky, B. (2004). Language policy. Cambridge University Press.
Wiley, T. G., & García, O. (2016). Language policy and planning in language education: Legacies, consequences, and possibilities. The Modern Language Journal, 100(S1), 48-63.
حقانی، نادر، قدوسی شاه نشین, الناز. (1398). بررسی مختصات سیاستهای زبان خارجی کشور بر اساس چارچوب هورنبرگر. نقد زبان و ادبیات خارجی. .16(22), 37-58
خیر آبادی, رضا, علوی مقدم, سید بهنام. (1398). فرصت ها و چالشهای فراروی آموزش زبان انگلیسی در نظام آموزش رسمی ایران. پژوهشهای زبانشناختی در زبانهای خارجی 9(1), 53-70. .
راستی، علیرضا. (1401). نگاهی نقّادانه به فرایند واژه‌گزینیِ فرهنگستان زبان و ادب فارسی در پرتو رهیافت سیاستگذاری و برنامه‌ریزی زبانی. مطالعات زبان و ترجمه 50(55), 66-89.
راستی, علیرضا. (1400). بررسی ماهیت و میزان بازتاب ارزش‌های قصد شده در برنامه درسی ملی ایران در کتاب‌های زبان انگلیسی. پژوهشهای زبانشناختی در زبانهای خارجی 11(4), 713-727..
کیانی, غلامرضا، مومنیان, محمد, نویدی نیا، حسین. (1390). نگاهی دوباره به رویکرد برنامه درسی ملی نسبت به آموزش زبانهای خارجی. جستارهای زبانی 2(2), 0-0.
نعمتی, مجید, موسی زاده, ام البنین. (1400). ارزشیابی از برنامه تربیت دبیر زبان انگلیسی در دانشگاه فرهنگیان : مطالعه سه بعدی مبتنی بر مدل .CIPP پژوهشهای زبانشناختی در زبانهای خارجی. 11(4), 763-780.
ولی زاده، الهه. (2021) . جایگاه هویت ملی در طراحی سیاستهای آموزشی در ایران. ایران و چشم اندازهای تحلیلی امر سیاست.
)