Language learning in Iran is a site of struggle between two ideologically opposed spaces, state schools and non-state language institutes. This study drew on the construct of investment, which combines ideology, capital, and identity, to investigate the investment of Iranian English language learners at A1 and C2 proficiency levels at a non-state language institute. The learners in focus group interviews discussed different language-related resources influencing their investment, their expectations, and their language learning activities. The findings indicated that diverse ideological, cultural, and economic resources and imagined futures had led them toward investing at the institute. They were further found to be invested in diverse language learning activities beyond the pedagogical frame of the institute. Some aspects of investment, language-related beliefs, and identities varied across proficiency levels. Even though the ideological structures of these institutes are learner-centered, there are strong possibilities for enslavement to an extreme globally-oriented pedagogy or native-speakerism. It is hence suggested that state schools and non-state institutes draw upon more flexible language pedagogies embracing both local and global values.

伊朗的语言学习是两个意识形态对立的空间——公立学校和非国立语言学院之间的斗争场所。本研究借鉴了投资的构建，它结合了意识形态、资本和身份。，调查伊朗 A1 和 C2 水平英语学习者在非国立语言学院的投资。焦点小组访谈中的学习者讨论了影响他们的投资、期望和语言学习活动的不同语言相关资源。调查结果表明，多样化的意识形态、文化和经济资源以及对未来的想象促使他们在该机构进行投资。进一步发现，他们投资于学院教学框架之外的各种语言学习活动。投资、与语言相关的信念和身份的某些方面因熟练程度的不同而有所不同。尽管这些机构的意识形态结构是以学习者为中心的，很可能会受到极端的全球导向的教育学或母语教育的奴役。因此，建议公立学校和非公立机构采用更灵活的语言教学法，拥抱本地和全球价值观。