ABSTRACT
Within the field of Modern Foreign Language Education (MFLE), many scholars and practitioners 1 across the globe acknowledge that the teaching and learning of a language ought to include the teaching of culture from an ‘intercultural perspective’ (Liddicoat, 2008; Liddicoat & Scarino, 2013). There is also relative agreement on what this ‘intercultural perspective’ (IP) generally means, despite the variety of names and shades that various scholars have given to it, as Kramsch (2005) discusses. In a nutshell, IP refers to the integration of, in Kramsch’s words, “. . . a dimension of reciprocity (‘inter’) and sociohistorical understanding (‘culture’) to the notion of communicative competence” (2005, p. 551).
