A reflective assessment of teaching praxis’ notions and beliefs becomes essential in instructing learners to effectively interact in intercultural encounters. Arguments in favor of teaching the intercultural component have been promoted for years but have not fully reached systematic incorporation in foreign language education in Latin American countries. This paper examines the concept of the intercultural mediator, approaching key questions (why, what, and how) that emerge when integrating intercultural objectives in the language classroom supported on theoretical frameworks and insights from the authors’ teaching experience. The methodology used was an exploratory qualitative document review. Scientific articles published in reliable databases were consulted to answer the questions targeting intercultural communicative competence teaching. The main objective is to invigorate the d...

This review paper addresses the need to infuse intercultural learning in the language classroom. The body of literature offers evidence of language approaches and methods that can potentially benefit the foreign/second language classroom by shifting from traditional practice to more active, participatory, and interculturally infused teaching. Teaching a foreign/second language comprehensively requires the inclusion of the intercultural component to equip learners with the ability to interact in increasingly intercultural contexts. Therefore, this paper proposes a model to design language and intercultural tasks in the language classroom. The methodology applied in this paper is based on a qualitative approach by reviewing the literature to gather insights to facilitate an intercultural approach based on a hybrid pedagogy merging Content and Language Integrated Learning (CLIL) and Project...