Towards interculturality through language teaching: Argumentative discourse

Abstract

The current paper intends to reconsider the definition of culture as a first step to define interculturality. Both these definitions will be based on cognitive and communication studies, particularly on the Theory of Relevance by Sperber and Wilson. From that point, argumentation and argumentative discourse will be discussed as mediators to work on the intercultural competence. Three complementary elements will be introduced to support the use of argumentation and argumentative discourse: co-operative learning, "generative topics" and critical thinking. These three concepts together with the argumentative textual model may help develop the intercultural competence in language learning.