Abstract

Foreign language didactics offers several possibilities to guide learning and teaching processes in the classroom that enrich the teacher’s pedagogical teaching practices in this area. Currently, one of the most recognized and applied possibilities is the Task-based Approach. Among other things, this Approach has broken the traditional paradigm about teacher-students’ vision, where the teaching becomes student-centered, and promoted the Communicative Competence development. Nevertheless, even though such approach addresses certain cultural aspects issued by the acquisition of the Communicative Competence, it might disregard transversal elements such as the Intercultural Communicative Competence. Hence, this article aims at sending out a didactical possibility that merges the principles of the Task-based Approach (Nunan, 2004; Willis, 1996) with the characteristics of the Intercultural Communicative Competence (Byram, 1997Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Multilingual Matters.; Galindo, Loaiza y Botero, 2013Galindo, A., Loaiza, N., Botero, M. A. (2013). Bilingüismo, biliteracidad y competencia intercultural. Kinesis.) which is the result of a reflection upon the Foreign Languages Didactics. Thereby, this article displays a theoretical discussion focused on the Task-based Approach and the Intercultural Communicative Competence resulting in the creation of a tangible didactic unit that combines the most important contributions from these two theoretical underpinnings.

Keywords
task based learning,; intercultural communicative competence; foreign languages didactics; didactic unit; transport; interculturality