Perspectives of Intercultural Communication in Foreign Language Teaching and Learning


Communication, Education, Culture, Applied linguistics, Plurilingualism


This article focuses on the intercultural approaches to teaching English as a Foreign Language (EFL) in Spain. Within communication and linguistic uses, we relate the concepts of communicative competence (Byram, 1997) to an intercultural speaker (Kramsch, 1998) with both learning and teaching at our technological educational context. These concepts will be approached from an intercultural perspective. In order to help future speakers of a language overcome above appointed issues, the idea is to set the theoretical foundation which helps us to elaborate an Academic Program bearing in mind how interculturality leads to different uses of grammar in L1 and L2. The main results will lead to adjusting EFL to current legislation, raise awareness on how interculturality is a really strong tool to understand grammar and on current limitations and further research to be done on this subject.


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Author Biographies

Òscar O. Santos-Sopena, Polytechnical University of Madrid

Òscar O. Santos-Sopena is a philologist, Associate Professor at the Department of Linguistics Applied to Science and Technology, Assistant to the Director for Students, Entrepreneurship and Innovation at the School of Engineering and Industrial Design of the Polytechnic University of Madrid. He stayed and taught in various universities in the United States, Mexico and Canada. He has previously published in journals such as SCRIPTA, Communication, Language and Migration, and Kaleidoscope, among others.


Carmen Antolín Pichel, UDIMA- Official Language School of Pontevedra

Carmen Antolín Pichel is a teacher with a BA in Translation and Interpreting and in Political Sciences. She teachs French at the Official Language School of Pontevedra (Spain).


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How to Cite
Santos-Sopena, Òscar O., & Antolín Pichel, C. (2022). Perspectives of Intercultural Communication in Foreign Language Teaching and Learning . Linguo Didáctica, 1, 98-112.