TEACHER-CENTERED AND LEARNER-CENTERED APPROACHES, CULTURAL EXPECTATIONS, AND EDUCATIONAL CONTEXTS

Abstract

This paper explores the two major instructional orientations in language teaching—teacher-centered and learner-centered approaches—by examining their underlying theories, key features, strengths, and potential drawbacks. It focuses on how the responsibilities of teachers and students vary across different educational models and investigates the impact of cultural factors on teaching and learning processes. Special attention is devoted to cultural dimensions such as power relations, collectivist and individualist values, and face-saving practices, which significantly influence classroom behavior and methodological choices. The study also emphasizes the importance of classroom interaction in second and foreign language learning, highlighting its role in promoting communicative competence and language development. The analysis concludes that successful language instruction is best achieved through a flexible and contextually appropriate combination of teacher guidance and learner participation, allowing educators to address learners’ academic, communicative, and cultural requirements effectively.