Samran Daneshfar

Background

Samran Daneshfar is an educator and researcher with a PhD in Education from Monash University, Australia, and a Master’s degree in TESOL from Iran. His academic background centres on English language education, multilingualism, and literacy, with his doctoral research examining the private speech of multilingual English learners through Vygotsky’s cultural-historical theory. With over 15 years of teaching experience across primary, secondary, and tertiary levels in both Iran and Australia, Samran currently teaches in the Faculty of Education at Monash University and in the Early Childhood Education program at Victoria University. His teaching focuses on early childhood education, teacher education, and English literacies, with a commitment to inclusive and culturally responsive pedagogy. Samran’s research interests include Vygotsky’s cultural-historical theory, multilingualism, language policy, second language education and the role of artificial intelligence in teaching and learning. 

Some publications

Zhang, G., & Daneshfar, S. (2025). From a tiny seed to a sturdy sprout: a collaborative autoethnography of teachers’ lived experiences towards PhDs. Culture and Education, 37(2), 560-587. https://doi.org/10.1177/11356405251335124  

Daneshfar, S., Moharami, M. Iranian English language policy and learner’s identity formation: a reflective study. Educ Res Policy Prac (2024). https://doi.org/10.1007/s10671-024-09388-1 

Cong-Lem, N., Daneshfar, S. (2024). Generative AI and Second/Foreign Language Education from Vygotsky’s Cultural-Historical Perspective. In Bui, H.P., Namaziandost, E. (eds) Innovations in Technologies for Language Teaching and Learning. Studies in Computational Intelligence, vol 1159. Springer, Cham. https://doi.org/10.1007/978-3-031-63447-5_10 

Daneshfar, S (2023). Private speech of multilingual English learners: A cultural-historical study. Monash University. Thesis. https://doi.org/10.26180/24311332.v1 

Rangarajan, R., Daneshfar, S. (2022). Processing Uncertainty During COVID-19: A Collaborative Autoethnography of Two Stranded International Ph.D. Students. In Cahusac de Caux, B., Pretorius, L., Macaulay, L. (eds) Research and Teaching in a Pandemic World. Springer, Singapore. https://doi.org/10.1007/978-981-19-7757-2_4 

Daneshfar, S., Veresov, N., Turner, M. (2022). Private Speech of Multilingual English Learners: A Genetical/Developmental Approach. In Fossa, P. (ed) Inner Speech, Culture & Education. Cultural Psychology of Education, vol 15. Springer, Cham. https://doi.org/10.1007/978-3-031-14212-3_3 

Moharami, M., & Daneshfar, S. (2022). The political climate of English language education in Iran: A review of policy responses to cultural hegemony. Issues in Educational Research, 32(1), 248–263. https://search.informit.org/doi/10.3316/informit.475768620543197