Since the last two decades, language teaching profession has witnessed a dramatic shift of attention and orientation. A glance at the titles and topics of recently published books and journals in ELT profession bears testimony to the fact that the field has designated a broader scope in terms of the number and the depth of issues addressed. In other words, one can conclude that language teaching profession has become more inclusive and comprehensive in the sense that more of the reality of the lives of students, and at times those of teachers, are taken on board as significant in affecting the outcomes of teaching and learning (Tudor, 2003). Topics such as critical applied linguistics (Carlson, 2004; Pennycook 2001), critical discourse analysis (Kumaravadivelu, 1999), World Englishes (Kachru, 2005), ethnography of communication (Harklau, 2005), qualitative research (Davis, 1995; Richards, 2003a), and linguistic imperialism (Phillipson, 1992) have turned into common themes of discussion and research. Actually as Akbari (2008) puts it, one can say that the second language teaching profession has become politically more involved and socially more sophisticated.
