Didactics using learning scenarios aims at productively exploiting the heterogeneous interests and competences of the students through project-oriented work. Especially from an intercultural learning perspective, such heterogeneity offers great potential. Using the example of two learning scenarios that were developed and evaluated within the EU project e-LearnScene, this article demonstrates the possibilities of how teachers can initiate and meaningfully promote cultural encounters within and beyond the language classroom.

Keywords: GfL, learning scenarios, action orientation, open forms of teaching, culture, social relevance