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With the increasing globalization, approaches to foreign language teaching have recognized the need to prepare learners for interactions with native speakers of the target language. Research studies in the areas of cross-cultural and intercultural communication have identified intercultural communicative competence (ICC) as a skill needed for such interactions. However, the majority of studies in these areas have focused on contradictions that arise from communication between two different cultural groups of learners without consideration to the roles they take in the discussions or their attitudes towards the materials. In addition, the majority of ICC studies have investigated ICC development in language courses using materials that have not been fully integrated into the courses. Attempts have been made to guide language educators in preparing learners for intercultural interactions, such as the goals outlined in the National Standards document (ACTFL, 2011). However, today’s foreign language classrooms are still confined to the use of textbooks as guiding principles for teaching. Unfortunately, textbooks have not fully incorporated research findings from the area of ICC. To address the lack of materials that integrate ICC findings and that are fully integrated in language courses, I developed the Intercultura materials. These materials contain cultural information from four Hispanic countries (Argentina, Chile, Colombia, and Spain). In this study I proposed and investigated an innovative approach for the teaching of culture and development of ICC in the context of a foreign language classroom. The investigation focused on five research questions that aimed at the study of (a) participants’ roles in the discussion of cultural information, (b) development of ICC and connection to the

Examining language learners' roles and perceptions in the development of Intercultural Communicative Competence: An analysis of Intercultura Spanish language learning materials from an Activity Theory perspective