One of the challenges of critical language pedagogy is to promote interculturality among all students who are in the classroom and who will later become citizens of the world . A world which no longer has a single culture but several which intertwine, create, recreate power relations and which ultimately will help students to have an identity which takes into account the local and the global, the more visions the students experience world, the better the understanding. they will have it. Thus, educational practices must be oriented to favor this process of interculturality, because at present, more and more people migrate from one place to another for different reasons, either to escape a conflict or to have better job opportunities; students recognize and are aware not only of the problems this process brings such as racism and xenophobia, but also of its benefits such as cultural enrichment and creativity. As Kumaravadivelu states “in colonialism, the methods valorize everything associated with the colonial Self and marginalize everything associated with the subaltern.” other". In other words, the method was a construction of marginality, a relationship between superiority and inferiority where the native self is the first and the non-native the second. Thus, the first analysis to be made is the type of methodology that teachers use to teach a foreign language and observe if this approach supports interculturality in the classroom. One of the dimensions linked to a colonialist conception of the method as a construction of marginality is the cultural dimension and it is the. emphasis on the native speaker As Stern (1992) states, “one of the most important goals of cultural education is to help the learner gain an understanding... middle of article ...... educational activities that allow this interculturality to be developed in students who experience the world with a critical perspective. Before, the methods were imbued with a colonial perspective so it was not possible to develop this interculturality on. students but now, from the moment the post-method condition began to question them and teachers now know that they can be adapted, combined, recreated and become the center of the learning process is not the language itself but the learners and their process in a contextualized framework. Students who learn a new language have the possibility of "an encounter with another linguistic community offered by the knowledge of their language, which can generate the feeling of an inner experience of the Lebenswelt of this culture" (Guilherme) and understand that 'they live in a world full of cultural manifestations when interacting in a now globalized context.