‘Pure’ Farsi and political sensitivities: Language and ideologies in Farsi complementary language classrooms in Denmark

Abstract

This paper presents an insight into two Farsi complementary language classrooms in Copenhagen, Denmark, characterised by political sensitivities. We illustrate a number of characteristic features of the classrooms concerning language use, pedagogical methods and cultural phenomena, which were related to key adults’ preferences, and we consider possible interpretations of them as indexical signs. In particular, we emphasise ideological interpretations (e.g. the monolingualism norm and language purism) and we relate the classroom characteristics to the contemporary state of Iran as well as to the time and place in which the classes occurred. We analyse both explicit metapragmatic messages and implicit ways of indicating ideologies, and see both types as characterised by avoidance of particular referents, that is, by unmentionables.

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