Cultural Diversity and Self-Directed Learning

As discussed in previous sections, different cultures may perceive learning in a different light. For some like Confucian Heritage culture ( Asian countries), learning is more about rote learning and being more passive recipients rather than active participants. Although educators need to be quite respectful and inclusive in appreciating all different approaches to learning, it is their responsibility to guide, facilitate and offer plenty of scaffolding that is recognised as an " influential instructional tool" with their newcomer learners to gradually transition them from the learning styles and approaches they have been accustomed to using in their home countries to what is being encouraged and applied in the learning institution they joined. ( Chih-Hsiung, 2001, Nora, & Echevarria, 2016). However,  it is agreed that not all " westernized approached" to teaching SD skills may be successful with those from other cultures. Thus, creating a dialogue with learners is crucial to learn more about their cultural perspective of self-determination. ( Hepburn & Jones, 2017)

Because language learners' identity is not static as it changes and develops over time based on social circumstances, educators need to be mindful of what happens during class as well as encourage their learners to share their experiences outside of the classroom as they may reveal important truths that influence their students' learning. ( Helmer& Eddy, 2012, Norton, 2000, Stille, 2015)