There is no any aspect of life that it does not consider cultural aspects such a traditions, behavioral norms, social practices, all around us and we are known, for that reason, communication often fail because they could not consider each other's culture and do not understand that everyone has a different perception of things. Second language learning takes a person to acquire a new language code which you can share with others their thoughts, feelings, knowledge and innumerable sensations, in other words, culture. But what happens when handling structures is not sufficient for effective communication? It is here where this Practical Applied Project proposed identify which activities could promote the development of the dimensions of Intercultural Communicative Competence (ICC). Taking into account the analysis of the program and the textbook used by students 4 level of the Centro Latinoamericano at the Pontificia Universidad Javeriana identified the necessity to develop a didactic sequence what it would serve the development of dimensions (knowledge, awareness, attitude, skill and proficiency). As results of the project found that activities should tend to the development of dimensions holistically. Another finding suggests that project activities should enable a space to account for characteristics specific to each dimension. Finally, it was recognized that teachers can become a mediator in the multicultural language classroom to contribute to the student's learning process in order to be recognized as such, with the other and from the other.