Over the years, language teaching has inclined to the study of standard and superficial elements of culture. This fact familiarizes students, to a larger extent, to fragmented visions of the components that are related to academic knowledge, but that ignore enabling interaction aspects inside real contexts of linguistic use. Thereby, the problem statement is defined: language learners and learners in general must be in contact with the different nuances of the cultural component, instead of focusing on just one type of knowledge. Moreover, the classroom must be a place that allows dialogue between the goal culture and student’s culture. The foregoing, to share ideas and beliefs that enable them to put themselves in each other’s positions to understand differences as a learning and a reflection possibility.
In short, this project will have as an investigative axis the dialogue and interaction among cultural component typologies. This, to promote knowledge and reflection about the different dynamics that constitute culture in different countries. In consequence, during the class sessions, a space of discussion will be presented to promote the understanding and acceptance of differences as a learning opportunity at an academic and a personal level. To this project’s implementation, there will be an exploration of different countries’ cultural characteristics and the students’ outlook of the country; teachers seek that, at the end of this process, the students participate in and produce an intercultural dialogue that promotes empathy for the customs, behaviors and beliefs of the studied communities. Furthermore, the students will be able to display their reflections to their partners from the most relevant findings and conclusions about cultures, emphasizing on the studied country.
