This paper puts forward the premise that in a rapidly globalizing world learners of widely used Modern Foreign Languages(MFLs) such as English—a language of global communication—need to be equipped with effective intercultural communication(ICC) skills for use with these languages.The argument here is that ICC skills need to become a focus in language teaching curricula. Key to the incorporation of this focus is the language teachers’ sense of purpose and teaching conceptualisation. Language teaching can be considered with a narrow focus:the task being that of teaching the language.Alternatively the task can be considered from a wider perspective whereby language teachers include a communication skills focus as part of their remit.This latter perspective involves moving beyond language and linguistic focuses alone to incorporating the development of awareness of and the know-how of how to use the non-linguistic factors which are involved in successful ICC. A focus on language skills alone has in the past promoted a language classroom as,in essence,a “de-cultured” space.With the incorporation of ICC into this space the classroom can become more of a bridging space between language knowledge on the one hand and the cultural world beyond the classroom space,where real world communication takes place. The components of ICC are analysed and presented here.They are comprised of three domains:i) language skills,ii) that of world knowledge(history,geography,politics,sociology,psychology),and iii) ICC skills.It is the final area that is the main focus of this paper.ICC skills are themselves further seen to be comprised of i) the development a learner knowledge base(cultural self-awareness,understanding of identity issues and otherization as a process),and ii) skills or know-how,which are presented as key disciplines(i.e.methodological principles and strategies) and which can be developed in the classroom.These are identified as:looking and seeing,checking,being persistent,assuming positiveness,signalling and positioning. The paper discusses the practicalities of incorporating these needs into the language classroom and in the final section provides a brief list of resources and materials for teachers to use,which may help them begin their exploration of this area. This paper puts forward the premise that in a rapidly globalizing learners of widely used Modern Foreign Languages ​​(MFLs) such as English-a language of global communication-need to be equipped with effective intercultural communication (ICC) skills for use with these languages. The argument here is that ICC skills need to become a focus in language teaching curricula. Key to the incorporation of this focus is the language teachers’ sense of purpose and teaching conceptualization. Language teaching can be considered with a narrow focus: the task being that that of teaching the language.Alternatively the task can be considered from a wider perspectives language teachers include a communication skills focus as part of their remit. His perspective of moving beyond language and linguistic focuses alone to incorporating the development of awareness of and the know -how of how to use the non-linguistic factors which are involved in successful ICC. A focus on language skill s alone has in the past promoted a language classroom as, in essence, a “de-cultured ” space.With the incorporation of ICC into this space the classroom can become more of a bridging space between language knowledge on the one hand and the cultural world beyond the classroom space, where real world communication takes place. The components of ICC are analysed and presented here. They are comprised of three domains: i) language skills, ii) that of world knowledge (history, geography, politics, sociology, psychology), and iii) ICC skills. It is the final area that is the main focus of this paper. ICC skills are also further seen to be comprised of i) the development a learner knowledge base (cultural self-awareness, understanding of identity issues and otherization as a process), and ii) skills or know-how, which are presented as key disciplines (iemethodological principles and strategies) and which can be developed in the classroom. These are identified as: looking and seeing, checking, being persist ent,assuming positiveness, signaling and positioning. The paper discusses the practicalities of incorporating these needs into the language classroom and in the final section provides a brief list of resources and materials for teachers to use, which may help them begin their exploration of this area.