English language Literacy education has recently focused attention on cultural identity(s). In these studies, cultural identities are defined as a significant “source of meaning and experience” constructed by and connected to the social context of the external world. More precisely, cultural identities are constructed by increasingly complexities of what construct literacy and multi literate practices in 21 century as a constantly changing socially and culturally diverse, globalized and technological era. This view can open a new horizon to English language literacy education in the new era which is supposed to go beyond merely 4 -skill dominant pedagogical orthodoxy. The current study as a qualitative case study framed in New London Group focuses on how literacy practices and consequently cultural identities are constructed in an Iranian EFL classroom. To do so, we applied a critical classroom discourse analysis as the main technique of data collection. Results of this study can enrich the research literature in new literacy studies in which EFL contexts are still less visible.
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机译：英语语言素养教育最近将注意力集中在文化身份上。在这些研究中，文化身份被定义为由外部世界的社会环境构建并与之联系的重要“意义和经验之源”。更确切地说，在一个不断变化的社会和文化多样性，全球化和技术时代，21世纪识字和多文化实践的构成日益复杂，从而构成了文化身份。这种观点可以为新时代的英语素养教育开辟新的视野，而新时代应该超越了仅以4技能为主导的教学正统观念。本研究作为定性案例研究，在《新伦敦小组》（New London Group）中进行了定性研究，侧重于如何在伊朗EFL教室中构建扫盲实践并进而构建文化特征。为此，我们将关键的课堂话语分析作为数据收集的主要技术。这项研究的结果可以使新的识字研究中的研究文献更加丰富，而在这些研究中，EFL语境仍然不那么明显。
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