Teaching is where educational theory has to survive contact with real learners.
My university teaching has developed across language, linguistics, methodology, assessment, research, curriculum and specialised English. The continuity across these areas is not simply disciplinary. It comes from a practical concern with how students understand, use, question and extend what they learn.
University teaching across language, research, assessment, curriculum and specialised English.
Current & previous teaching
A teaching record across universities and higher-education institutes
Current
Tehran University of Medical Sciences
University-level English-language and higher-education teaching.
2014–2018
University of Kashan
University lecturer.
2013–2014
Payame Noor University, Kashan
Teaching documented across linguistics, methodology, speaking and listening.
2012–2013
Feiz Institute of Higher Education, Kashan
Lecturer.
2012–2013
Fadak Institute, Kashan
Lecturer.
2009–2016
Shahid Rajaee Technical University, Kashan
University lecturer.
2009–2012
Khavaran Institute, Tehran
Lecturer.
Teaching areas
From Applied Linguistics to specialised English
Applied Linguistics & Linguistics
Applied Linguistics, Linguistics I–II, language skills and the relationship between language theory and educational practice.
Methodology & Language Education
Teaching methodology, English Language Education, speaking and listening, learner-centred planning and adult learning.
Assessment & Research
Language assessment, research methodology, evaluation, evidence and the interpretation of educational information.
Curriculum & Materials
Curriculum, course and materials development, materials evaluation and the relation between designed materials and learner needs.
EAP / ESP
Specialised English including English for Medicine, Computing and Accounting, alongside broader academic-purpose work.
Technology-Enhanced Learning
Digital learning, technology-enhanced language education and the growing role of AI in educational design and practice.
Teaching philosophy
The classroom is not a delivery mechanism.
I do not understand teaching as the efficient movement of content from one side of a room to the other. A course matters when students can make distinctions they could not make before, ask better questions, use knowledge in unfamiliar situations and gradually assume more responsibility for their own judgement. This is also why assessment, materials and feedback cannot be separated from teaching: each one shapes what learners come to regard as important.
