Addressing culture in the EFL classroom: A dialogic proposal built up through dialogism

Language teaching has gone from a linguistic centered approach towards a lingocultural experience in which learning a language goes hand in hand with the understanding of, not only the target culture but the learner’s own culture. This paper intends to describe and reflect upon a collaborative and dialogical experience carried out between two teachers of the Languages Program of Universidad de la Salle. The bilateral enrichment of such a pedagogical experience not only helped the teachers to improve their language teaching contexts but also prompted the construction of a theoretical proposal to enhance intercultural awareness and develop critical intercultural competence in FL learners.