ABSTRACT
The current global networks that constitute our world are based on their members’ ability to communicate among themselves and the consequent development in competences in more than one language. In this context, language teaching as a second or foreign language has become a relevant commodity. Although globalization has promoted cultural and linguistic diversity, it has also brought about homogenization, especially in relation to the use of the English language. Traditionally, universities have been a forum for students and scholars from different parts of the world; however, in recent years, higher education institutions have shown an increasing interest in internationalization resulting in the implementation of different teaching systems to achieve this status. The creation of this multilingual and multicultural higher education setting should also foster the development of new intercultural competences in our students, which, in turn, should bring a change in our understanding of the models of speaker and teacher in second language acquisition and lead us toward more collaborative and learner-centered approaches.
