The Iranian system of education has been politically influenced by the thoughts of the governing religious party. It has brought in many religious books into the educational system from grade one up to graduation of high school and therefore teaching English as a non-Islamic language has been put aside the system, focusing on the Islamic language of Arabic. The Iranian curriculum starts teaching English from grade 7 which is too late for students to start a new language. Moreover, it consists of some shortcomings such as: accepting old and ineffective goals and approach; focusing on sub-skills instead of fundamental skills like listening, speaking, writing and reading. Therefore, families send their children to language institutes to learn English at the age of 5 to 6 which has its own cons and difficulties. In this paper I have evaluated the outcome of the Iranian educational system in teaching English in terms of their methods of teaching. I have also compared the outcome of the public schools to the outcome of the only English curriculum school in the city of Qom which is Savior International School. The school has classes in English from kindergarten to high school with English being the main language. Teachers of the school are both Iranian as well as Native English-speaking teachers from all around the world who have come for Islamic Studies in the city of Qom. The results show that English based curriculum schools such as Savior School have better results for children in learning English properly compared to public schools which do not have a proper curriculum, neither professional English-speaking teachers.

Authors: Atiyeh Ghorbani, Shaghayegh Mirshekari

Published in: Canada International Conference on Education, 2024

• Date of Conference: 23-25 July, 2024
• DOI: 10.20533/CICE.2024.0028
• Electronic ISBN: 978-1-913572-65-5
• Conference Location: Toronto Metropolitan University, Toronto, Canada