A Critical Discourse Analysis of Literature and Linguistics Scholars’ Views on Linguistic Diversity

The present study aims to examine and critically represent the perspectives of linguistics and literature experts regarding Persian and other languages of Iran, with a focus on identifying how attitudes and underlying ideologies are constructed and represented in these discourses. The research data consist of a collection of formal meetings, lectures, and roundtable discussions organized by institutions such as the Saadi Foundation, the Academy of Persian Language and Literature, and academic centers between 2021 and 2025. This study adopts a descriptive–analytical approach, and the data were analyzed using an integrative framework based on critical applied linguistics and critical discourse analysis, following Penycook. The analysis investigates how Persian and other Iranian languages are represented, including processes of legitimation, discursive dominance, linguistic hegemony, and the reproduction of linguistic inequalities. The findings reveal that some language experts express views that, from a linguistic perspective, are questionable or even unacceptable; for instance, many statements in the meetings, such as “Persian was not imposed on Iranians” or “Persian is the common language of all Iranians,” reflect a standard language ideology and naturalize linguistic hegemony, thereby downplaying the historical and social realities of linguistic diversity. Moreover, claims that restrict or deem education in non-Persian languages as “excessive” reinforce the reproduction of linguistic inequalities and legitimize the discursive dominance of monolingual ideology. These results underscore the importance of critically examining representations in language policy, education, and linguistic research, demonstrating that language, beyond its communicative function, serves as a site for the reproduction of power and ideology.