Intercultural competence is a vital element of second language acquisition, especially for learners of Arabic, where cultural nuances are intricately woven into the fabric of the language. Beyond achieving linguistic proficiency, students must cultivate the ability to navigate diverse cultural contexts, interpret varying perspectives, and communicate effectively with speakers from different Arab communities. While traditional language instruction often emphasizes the 'big C' aspects of Culture—such as history, literature, and art—equal attention must be given to the 'small c' elements, which include everyday cultural values, beliefs, and social norms.

This abstract explores the pivotal role of intercultural competence in fostering meaningful engagement and deeper understanding among Arabic learners. It underscores the teacher’s responsibility in designing activities and tasks, seamlessly integrating language learning with cultural exploration. For intermediate learners, developing intercultural competence extends beyond vocabulary acquisition and grammatical accuracy; it requires immersion in authentic cultural contexts coupled with guided reflection.

This paper proposes classroom strategies such as role-playing real-life scenarios, analyzing authentic Arabic texts (including news articles, advertisements, and short stories), and participating in collaborative projects that compare and contrast cultural practices between Arab societies and the students' backgrounds. Additionally, tasks like exploring proverbs, idiomatic expressions, and traditional customs offer insights into the underlying cultural values and worldviews of Arab communities. These activities enhance cultural awareness and encourage learners to critically reflect on their biases and assumptions, fostering empathy and open-mindedness.

By embedding intercultural competence into language instruction, educators can create a holistic learning environment that strengthens both linguistic abilities and cultural understanding. This approach equips students with the skills needed to confidently navigate intercultural interactions, ensuring that their communication in Arabic is not only accurate but also culturally appropriate and meaningful. The abstract concludes by emphasizing the transformative potential of intercultural competence for intermediate Arabic learners, bridging the gap between language proficiency and cultural fluency.

Keywords: Foreign language learning, teaching culture, intercultural competence.