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چکیده
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This study conducts a feasibility assessment of a National- Universal Balance in English Language Teaching (ELT) policy and practice in Iraq, aiming to reconcile global competencies with national cultural and educational priorities. Employing a mixed-methods approach, the research unfolds in two phases: (1) a systematic review of Iraqi policy documents and global scholarship on ELT curriculum trends, analyzed through PRISMA guidelines and Schwab’s curricular commonplaces; and (2) an introspective analysis involving surveys and interviews with 360 Iraqi secondary school EFL teachers and 30 university practitioners. Findings reveal significant disparities between Iraq’s ELT policy aspirations and classroom realities. Phase 1 highlights a post-2003 research bias toward Kurdistan, neglecting central and southern regions, alongside a reliance on outdated grammar-translation methods and Western-centric curricula that marginalize Iraqi and Islamic cultural heritage. Phase 2 underscores systemic challenges: rigid top-down policies, insufficient teacher training, resource inequities between urban and rural schools, and a cultural disconnect that alienates students. Teachers report limited autonomy, with 51% citing inflexible mandates that hinder pedagogical innovation, while 61% emphasize the neglect of student needs in favor of exam-driven instruction. The study identifies a critical lack of glocalization—strategic integration of global methodologies with local cultural narratives—as a barrier to effective policy implementation. Recommendations include decentralizing curriculum design to empower teacher agency, investing in context-sensitive professional development, and balancing English proficiency goals with the preservation of Iraq’s multilingual identity. This research contributes to post-conflict educational policy discourse, advocating for a nuanced, equitable framework that aligns Iraq’s ELT reforms with both global standards and socio-cultural realities.
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