The document discusses issues in language teaching regarding cultural awareness and learning styles. It notes that language pedagogy needs to move beyond a color-blind approach and consider diverse cultures. The article examines the validity of sociolinguistic competence in language models and contrasts rhetoric across cultures, finding differences in communication styles between Germans, Americans, Japanese, and English speakers. It also discusses discovering that perceived arrogance in Korean students may have stemmed from cultural learning preferences rather than attitude. The document advocates understanding learners' cultural perspectives to improve language teaching.