Theoretical and Practical Framework in the Authoring AZAFA Textbooks

Abstract

So far, most of the focus has been on teaching Persian as a foreign language (AZFA), while attention to literature and its various genres has been neglected. On the other hand, scientific foundations in this field have not received sufficient consideration, and many (AZFA) textbooks have been written based on personal preferences and experiences rather than academic principles. For this reason, the authors have designed a Persian Language and Literature Teaching Program (AZAFA) and have proposed a theory, a conceptual framework, and a model for it. The inclusion of a literature section in (AZFA) textbooks is based on three main reasons: First, in the Reflective Thinking Theory, which is one of the fundamental educational theories worldwide, literature plays a significant role and elements such as description, narration, and plot are emphasized. Second, in the Technological Pedagogical Content Knowledge (TPACK) framework, literature contributes to defamiliarization and the creation of aesthetic experiences.

The type of research is fundamental-developmental, and its method is descriptive-analytical, encompassing three dimensions: theoretical, field-based, and documentary. The (Azafa) theory is also built upon these three methods. Thus, the process of designing, compiling, and authoring (Azafa) textbooks has been created, enabling instructors, authors, and specialists to understand, critique, and evaluate these books. The distinguishing feature of (Azafa) is the integration of language and literature, which in this plan includes theory, concept, and method. This triad was applied experimentally on elementary Persian textbooks by the authors, and the results have been reported in the research background section. (Azafa) textbooks, with a literary-linguistic approach and scientific methodology, can address the weaknesses of (Azfa) textbooks.