ABSTRACT
This chapter examines the relation between language learning and intercultural communication by exploring the interface of language, identity and culture in conflict-ridden contexts. Focusing on languages associated with interethnic animosity, it aims to identify the challenges to established theories of language and culture teaching presented by contexts of conflict. Further, it discusses the role of language education in overcoming such hostility. ‘Intercultural awareness’ and ‘intercultural competence’ are major issues in recent modern
foreign language (MFL) debates (Ager et al. 1993; Byram 1997; Kaikkonen 1997; Phipps and Gonzalez 2004), and language learning has been considered one of the key subjects for developing intercultural understanding. For example, the recently published Council of Europe Guide for the development of Language Education policies states:
For individuals, [foreign languages] contribute to quality of life, the multiplication of personal contacts, access to other cultural products, and personal development and achievement. For societies, knowing each other’s languages may provide the basis for peaceful coexistence, while multilingualism can be an enrichment of the environment and recognition of minority and foreign languages a precondition of democracy [ … ] The acquisition of language thus involves acquisition of cultural competence and the ability to live together with others.
