developing and validating a language ideology scale for iranian efl contexts using the rasch model

This study develops and validates the language ideology scale for iranian efl contexts (lis-ir) using the rasch measurement model, addressing a significant gap in empirical research on language ideologies in iran. english, as a global lingua franca, presents both opportunities and ideological challenges within the iranian educational landscape, where it is both a tool for modernity and a symbol of cultural imperialism. the lis-ir comprises 24 items reflecting ideological orientations regarding ownership, pedagogy, cultural identity, and language policy. the scale was validated through a comprehensive analysis involving 153 iranian efl teachers and learners, ensuring cultural relevance and psychometric rigor. results indicate strong reliability and construct validity, with the rasch model confirming unidimensionality and appropriate item fit. findings reveal diverse ideological perspectives among participants, highlighting the tension between adherence to native-speaker norms and local ownership of english. the lis-ir serves as a diagnostic tool for curriculum design and teacher training, providing insights into the ideological underpinnings of english language education in iran. this research contributes to the understanding of language ideology in expanding circle contexts and offers a foundation for future studies exploring the intersection of global englishes and local educational practices.