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Some of the most deliberate intercultural events happen in foreign language or second language (L2)¹ classrooms. The professional organizations that set the standards and guidelines for L2 education in the United States (American Council on the Teaching of Foreign Languages) and the European Union (European Council) define as central to the mission of L2 education the development of intercultural competence in the L2 learner.² This is a major part of the mission of L2 classes primarily because of the inextricable connection that is believed to exist between culture and language. When L2 scholars and educators refer to this relationship, they do not mean merely that each language is associated to particular cultures for historical reasons; they mean something more elemental.³ At the very least they mean that some of any culture is expressed through certain linguistic practices which could not be faithfully reproduced in full using different language, and further, that many culturally bound behaviors, perspectives, attitudes and values are expressed, transmitted, and perpetuated through the linguistic practices of each culture's community.⁴ To fully participate in a culture, it is necessary to participate in its linguistic practices. Conversely, to fully learn a community's language, it is necessary to master the use of the language as its speakers use it, which means to participate in their particular linguistic practices.

DOI: 10.1057/9781137484390_13

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