The ACTFL and AATA along with 15 other language institutions developed the World-Readiness Standards for Learning Languages known as the 5 Cs; Communication, Cultures, Connections, Comparisons, and Communities (ACTFL, 2018). These standards aim at teaching second language with the goal of preparing students to be culturally and communicatively competent. Communication using a second language happens through culture and not a matter of mere grammar and vocabulary instruction (Liddicoat, 2008). Thus, the intercultural approach to language teaching has become indispensable in today’s world where learners are intermediaries between their culture and the second language culture (Liddicoat, 2011). The principles of an intercultural language classroom are closely tied to the standards of the 5 Cs. Based on these principles, intercultural language teaching and learning can be viewed as a sequence of four processes: noticing, comparing, reflecting, and interacting (Liddicoat, 2011). First, learners are guided through language to notice cultural similarities and differences. Then, students compare between their culture and the target language culture as well as between the already existing knowledge about the target language and its culture and the new information that was noticed (Liddicoat, 2011). After the comparison process, students engage in developing an understanding of how one feels and thinks about diversity. As a final process, students interactively communicate to gain personal experience with diversity (Liddicoat, 2011). A review of the literature shows that research regarding intercultural language teaching and learning has focused on the theoretical aspect, with few studies, mainly based on English language, on how to apply the principles to classroom practice (Liddicoat, 2011; Lu & Corbett, 2014). To the best knowledge of the researcher, there is little research on teaching Arabic as a foreign language that takes this intercultural approach. Accordingly, this paper focuses on how to apply the intercultural language teaching and learning approach in the AFL classroom. The aim is to design lesson plans and materials at the intermediate level for teaching reading and writing that integrate this intercultural approach. This presentation aims to provide AFL teachers with practical know-how for putting to work the theoretical framework and principles of intercultural language teaching and learning. The presentation will also prioritize creating classrooms that are “safe houses” where students can explore intercultural learning that better prepares them to become responsible global citizens (Lu & Corbett, 2014).