We live in a world of increasing globalization, the effects of which are creating fundamental changes in the way we live and manage to construct our identities. Intercultural education is a relatively new and very complex concept that includes a number of psychological, anthropological, linguistic, geopolitical, religious, etc. aspects. Carrying out pedagogical activity in a multicultural environment requires special rigor for respecting some principles and values: respecting human rights, the absence of discriminatory phenomena, encouraging the expression of views, respecting different cultural values, capitalizing on cultural sensitivity. In this study we will focus on the Didactics of Culture in the framework of Language Education. Starting from a synthetic historical analysis, we will try to define the intercultural perspective by considering the model of intercultural communicative competence. The didactic dimension of intercultural communication (which due to its nature cannot be taught, but simply observed) represents the arrival point of our reflection. The heterogeneity of the student group requires a special approach from the teaching staff. He should have at least basic, common information about ethnic and national diversities, elementary notions of the anthropology of peoples. This contribution deepens a reflection already started on the teaching of culture within language teaching. The purpose of this short study is to analyze the development of the concepts of multilingualism and cultural diversity, and how they interact with education, considering both the benefits and also the difficulties arising from their implementation. In con- clusion, the argument of many researchers is basically that the way language education has treated culture is insufficient and should be replaced by practices that develop in students a global cultural consciousness. In an era in which the forces of globalization push and pull in ways that can make the construction of self-identity difficult, the call to develop "global cultural awareness" in students based on the notion of cultural realism is a welcome move toward a greater culture of understanding in a global society.
Isufaj et al. (Mon,) studied this question.