Abstract:

Globalization and the increasing cultural diversity in contemporary society make intercultural learning a key element of 21st-century education. In foreign language teaching, intercultural learning goes beyond acquiring linguistic structures; it also develops the ability to understand, respect, and communicate effectively with people from diverse cultures. This paper focuses on the role of intercultural learning in fostering intercultural competence, particularly in German as a foreign language (DaF) instruction. The theoretical section defines culture and interculture and examines their connection to the learning process. Intercultural competence is understood as a set of affective, cognitive, and behavioral sub-competencies that enable successful intercultural interaction. Special emphasis is placed on intercultural learning as a pedagogical approach that integrates knowledge, experience, and reflection, based on active student participation, experience sharing, and the development of empathy toward others. The study highlights that intercultural learning should be an integral part of foreign language instruction, as each linguistic competence includes understanding cultural contexts. Teachers play a crucial role and require training to design and implement interculturally oriented teaching activities.

The empirical part presents research conducted in Berlin, Germany with students from Brazil learning German as a foreign language. Its aim was to examine students’ affective and cognitive sub-competencies of intercultural competence and their awareness of the importance of intercultural learning. Data were collected via self-assessment questionnaires, focusing on the significance students attribute to intercultural competence. Results indicate that most students display high affective openness and positive attitudes toward other cultures. However, cognitive sub-competencies, particularly knowledge of German culture and social norms, are less developed. These findings suggest that intercultural learning goals in German language instruction are not fully implemented, with cultural content often presented in an isolated way rather than through experiential approaches. Research and theoretical insights in intercultural pedagogy and foreign language acquisition suggest that methods such as role-playing, simulations, project-based learning, and reflective workshops are more effective for developing intercultural competence than traditional approaches. This study emphasizes the need to gradually integrate these methods into foreign language teaching, allowing students to experience simulated intercultural situations, fostering critical thinking, empathy, and deeper understanding of cultural differences.

In conclusion, intercultural learning is a fundamental prerequisite for developing intercultural competence and should be fully integrated into foreign language instruction. Systematic teacher training in intercultural pedagogy and the application of experiential methods support the development of students as aware, tolerant, and competent participants in an intercultural society. Intercultural competence thus becomes a lasting skill, enabling successful engagement in a globalized world.

Keywords:

Intercultural Learning, Intercultural Competence, German as a Foreign Language, Foreign Language Education, Intercultural Pedagogy.