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An understanding of language as open, dynamic and constantly evolving encompasses the rich complexities of communication. Language is not a thing to be studied but a way of seeing, understanding and communicating about the world and each language user uses his or her language(s) differently to do this. Language is something that people do in their daily lives and something they use to express, create and interpret meanings and to establish and maintain social and interpersonal relationships. Teachers who view language simply as code make acquiring grammar and vocabulary the primary, if not the only, goal of language learning. Within such a limited approach, students do not begin to engage with language as a communicative reality but simply as an intellectual exercise.

Learning language as a complex, personal communication system involves ongoing investigation of language. This requires learners to engage in analysis and in talking analytically about language. The emphasis on analysis assumes that learners are involved in learning which promotes exploration and discovery rather than only being passive recipients of knowledge.

Understanding the nature of the relationship between language and culture is central to the process of learning another language. In actual language use, it is language in its cultural context that creates meaning: creating and interpreting meaning is done within a cultural framework. This means that in the language classroom it is not just a question of learners developing knowledge about another culture but of learners coming to understand themselves in relation to some other culture. Learning to be intercultural requires much more than just knowing about another culture: it involves learning to understand how one’s own culture shapes perceptions of oneself, of the world, and of our relationship with others.