ABSTRACT
This contribution presents the theoretical basis and outcomes of intercomprehension (IC), one of the pluralistic approaches in foreign language teaching and learning. Based on ten years of experience in the German state of Saarland, it describes how this theoretical approach has been put into practice, both at university and in primary and secondary schools. The findings allow valuable insights into the learning processes based on IC, and offer first conclusions for language teaching as well as teacher training. The results may also be useful for practitioners at different levels of language education. Summarising, this chapter highlights the potential of the intercomprehension approach for both language teaching and language learning, and for orienting language instruction towards the paradigm of plurilingualism.
