Fostering Cultural Openness regarding Language Education

Abstract

This research explores the link between Cultural Openness and linguistic education, focusing on learning motivations and multicultural contexts, particularly for teachers and students. It emphasizes cultural openness as crucial for integrating diverse participants and supporting their development in multicultural societies. The systematic review searches for scientific articles from three databases (WOS, Scopus, and ERIC). It evaluates education levels, environments, and external influences across contexts, including native and second language teaching. Using bibliographic analysis based on the Prisma 2020 method, 21 relevant works are synthesized. This approach provides a holistic view. By critically analyzing cultural influences, this research informs pedagogical adaptation in multicultural settings, enhancing educational understanding. These results indicate that multicultural competence is the most frequently addressed topic in the studies, with intercultural education also significant. Other variables, including cultural respect, ambiguity, empathy, and intercultural communication competence, emphasize key research aspects. Promoting multicultural competence and intercultural education at all educational levels is recommended, highlighting teacher training and practices in cultural respect and empathy. The need for research and language policies that encourage Cultural Openness in curricula is also underscored. Most studies are quantitative or essays; thus, more qualitative or mixed-method studies could provide deeper insights into participants' experiences and perceptions.