Thirty-First International Conference on Learning

Abstract

This research critically addresses the intricate relationship between cultural openness and linguistic education from a perspective of the desire to learn, focusing on its impact in multicultural contexts and how it affects educational agents, specifically teachers. The evolution of cultural openness is emphasized as an inclusive practice crucial for the effective integration of diverse participants in the educational process. The systematic review delves into the complexities of this phenomenon, evaluating levels of education, educational environments, and the influence of external factors across various contexts, whether it be the native language (L1) or a second language (L2), foreign language teaching, or the role of the teacher in the process. The study employs a bibliographic methodological approach, finally selecting 20 relevant works for in-depth analysis. This methodology allows for a comprehensive and comparative synthesis of information, providing a holistic understanding of intercultural dynamics in linguistic education. The research goes beyond presenting the current state of the relationship between cultural openness and language teaching; it also aims to identify emerging patterns and gaps in the literature. This critical approach contributes to a continuous understanding of how cultural aspects impact education and how educational agents can adapt and enhance their pedagogical practices in multicultural environments.