Vol.2, Issue 2, 2016, pp.89-103 Full text

Author: Ellie Boyadzhieva

Affiliation: South-West University Neofit Rilsky, Blagoevgrad, Bulgaria

Pluralism, multiculturalism, leaner autonomy and motivation have become buzz expressions discussed widely both by the Common European Framework of Reference and the European Centre for Modern Languages. However, despite the hard work to implement these new approaches in the classroom, some countries seem to be more adaptive compared to others. In the author’s opinion, the answer is rooted in the specifics of national cultures. The article discusses the roles of teacher and student as an archetypal case of micro social organization as they reveal typical patterns of social behaviour. Provided is a detailed description of the specifics of the Bulgarian national culture along the six dimensions of Hofstede’s theory of organizations and cultures with regard to the educational system. The readiness of the Bulgarian teachers and students to comply with the concepts of pluralistic approaches, multiculturalism, learner–centred teaching and autonomy in the Bulgarian classroom are explored. The general conclusion is that these ideas are highly culture-sensitive and the success of their implementation depends on the closeness of the cultures where they emerged and the recipient countries to which they are exported.

Keywords: education, culture, cultural dimensions, autonomy, multiculturalism

Article history:
Received: 2 December 2016
Reviewed: 20 December 2016
Revised: 27 December 2016
Accepted: 28 December 2016
Published: 31 December 2016

Citation (APA6):
Boyadzhieva, E. (2016). Reflections on the Relation between National Cultures and Innovations in Education - the case of Bulgaria. English Studies at NBU, 2(2), 89-103. Retrieved from

Copyright © 2016 Ellie Boyadzhieva

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