The purpose of this article is to examine the dynamics surrounding learning a foreign language in the African context set against tensions of cultural identity versus multiculturalism. Whereas learning or using a mother tongue is a natural and uncontroversial act responding to the need of integration in one’s community, the learning or the use of a foreign language functions differently, in terms of stakes, approaches, and perspectives. Generally speaking, the latter case derives from the necessity for individuals and nations to communicate with interlocutors external to one’s linguistic community with a view to benefiting from diverse opportunities including business, studies, jobs, research and social contact abroad. As such, it may be a matter of free will or external constraint in consideration of its importance. This study brings forth the stakes, issues and prospects that foreign language learning carries in the African context. It urges one to overcome the feeling of apprehension rightly or wrongly nurtured towards the latter and to set the target on promoting intercultural awareness necessary for a viable integration into a multicultural world. To this effect, adequate strategies are ironed out in terms of political and pedagogical implications. This is a conceptual essay which draws from and discusses key concepts and issues in foreign language education through an interdisciplinary outlook combining applied linguistics, civilization, literature, sociology.

foreign language, cultural identity, intercultural awareness, interdisciplinary approach.