La compétence interculturelle dans l’apprentissage des langues étrangères au Maroc : perceptions et enjeux

Foreign language training cannot be limited to teaching formal linguistic skills alone in the current globalized and increasingly mobile world. Effective communication is based on understanding social-cultural referents of the Other. In this context, intercultural competence (IC) has thus become a fundamental objective of language teaching and learning, enabling learners to develop a reflective and empathetic attitude towards cultural diversity. In Morocco, integrating the intercultural dimension into French and English language instruction raises several pedagogical, institutional and cultural issues. While curricula emphasize cultural openness, classroom practices often focus on linguistic mastery and “scholarly” culture (literature, history, civilization), neglecting experiential and relational approaches. The present study aims to investigate Moroccan teachers’ attitudes and practices regarding the use of the intercultural approach in foreign language teaching. Based on a study conducted in the field, it identifies areas for development as well as areas of resistance and progress toward more open and inclusive language didactics that are in line with the reality of the plural world.