This paper seeks to further question the continuing interface between language and culture and between the different languages and different cultures; a common situation in foreign language learning contexts. Research has shown that culture is inherent to a language and it follows therefore that the classroom situation is a melting pot of such an interface of culture and language, of cultures and languages. The main problematic of this paper is to elucidate how identity of the learner is constructed within this hybrid space where cultures and languages co-exist. This paper gives an overview of the University of Botswana context, which is examined through the guiding loupe of the constructionist theory of identity. The main aim being to guide in offering a contextualised learning environment of a foreign language that does not alienate the learner. The paper concludes with a recommendation for teachers to take into consideration the learners’ cultures in foreign language acquisition. It recommends that in developing the intercultural competence without making the learners feel that their culture is inferior, the methodology and textbooks design should incorporate the learner’s culture.

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