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...