Adding knowledge about culture with the help of language learning and teaching, that is, mediating culture through language learning is gaining increased attention in schools and among educational scholars. Existing research predominantly explores methods and benefits of mediating culture through language learning, while challenges in this domain remain under examined. To address this gap, the present study focuses on identifying and analyzing challenges associated with mediating culture in language learning and teaching. This qualitative study employs a literature review, synthesizing research in the fields of education, culture, and language learning, with particular emphasis on the mediation of culture through language learning in formal education. As the area to be explored is broad, instead of conducting a systematic literature review, the study applies scoping review methodology for analysis. The results point to several challenges in mediating culture through language learning and teaching including rigid curricular frameworks, insufficient teacher training in cultural subjects, and the dominance of mainstream cultural narratives, which often marginalize students representing underrepresented groups. Additionally, the diversity in student backgrounds may bring great challenges in gaining cultural knowledge through language. Such challenges tend to lead to disparities in assessment practices and learning outcomes. The study concludes that overcoming these challenges requires enhanced teacher training, culturally inclusive pedagogical approaches, recognition of diversity in educational settings, and reforms in curriculum and assessment design. To foster a balanced approach to adding cultural knowledge through language learning and teaching, it is crucial to prioritize effective culture-friendly educational leadership, allocate adequate resources on teacher training, and enhance cultural understanding at all levels of education.

Keywords: Education, culture, language learning.