This paper considers apart from the two difficulties described above also how factors affecting interact with the other language and its cultural richness: the lack of English, age and status of illiterate students. Therefore, these issues demonstrate the lack of knowledge of the social and cultural rules other social contexts, and avoid the approach to universal knowledge and basic understanding of the language as such. In particular this project argues how social visions both teacher and student can be expanded and based on them forge respectful attitudes towards society, by learning a foreign language. Besides raising the need to be aware of how teaching and learning languages ​​simultaneously brings the opportunity to establish relationships with different cultures. The implementation of this project allows us to recognize that intercultural competence requires to be addressed as a teaching tool consciously by the teacher, inviting them to recognize and acknowledge the other and thus enhance the accessibility to a wider and more diverse knowledge, making efficient language as a gateway identity and culture. In the body of work each of these elements will be detailed, which allow the reader to navigate the process was in this cultural and diverse encounter between cultures. It should be clarified that the proposal of this research is oriented towards the problems but not towards solutions, it is appropriate that in the classroom related to identify and intervene with intercultural education agreements focus. It is therefore important for me as a teacher in training take special care in diversity through actions affecting smaller or larger scale perceptions of multiculturalism in the classroom, in the Faculty of Education and in the degree program. E inspire educational offices to act in accordance with the reconstruction of a new democratic, open society and valued.