Despite the advances made by research in the spheres of the intercultural and the multicultural, language teaching is still operating on a relatively narrow conception of both language and culture. Language continues to be taught as a fixed system of formal structures and universal speech functions, a neutral conduit for the transmission of cultural knowledge. Culture is incorporated only to the extent that it reinforces and enriches, not that it puts in question, traditional boundaries of self and other. In practice, teachers teach language and culture, or culture in language, but not language as culture. The theoretical framework I propose here for teaching culture through language suspends the traditional dichotomy between the universal and the particular in language teaching. It embraces the particular, not to be consumed by it, but as a platform for dialogue and as a common struggle to realign differences.
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