Taking into consideration the blurring of borders and the growing need for labor mobility in a globalized and international market, the possibilities and needs for communication have reconfigured language learning and, as such, the way of addressing the need for language needs to be changed, orienting this last towards an intercultural dimension (Paricio, 2004, p.1), so that the citizens are aware of the linguistic-cultural diversity that characterizes our glocal society.

In fact, globalization generates paradoxical effects, as it influences societies at the cultural level by creating or generating both homogenization and heterogeneity (Jurado, 2016). If we analyze the process of globalization, we will see a clear and strong hegemony of English as a lingua franca in the international scenario which facilitates this process, namely its relocation, through its standardized use based on both mobility and digital interconnectivity, among other aspects (Cruz, 2011). However, we will also feel the presence of a certain linguistic diversification, both in terms of the presence of numerous languages, including French, Portuguese and Spanish, as well as in the increase of physical or digital contacts among speakers of different diatopic varieties and of them with other languages speakers.

This project focuses on the diatopic variation of Spanish, French, English and Portuguese as foreign languages ​​with international language status, and how this topic can be reinvested in the teaching-learning process in higher education institutions. Therefore, we intend with this study: a) on the one hand, to emphasize the importance of enabling foreign language students with linguistic and cultural reflection skills that allow them to interact effectively and pro-actively with speakers of these languages ​​from different social and political contexts, different regions of the French, English, French, Portuguese and Spanish diaspora; b) on the other hand, to draw the attention of current and future foreign language teachers to the need to include work with linguistic and cultural varieties in the foreign language classroom, so that students are prepared for the work market in diverse social, but also glocal contexts, in order to favor the existence of practices of understanding and intercomprehension and eliminating the possibility of communicative misfortunes.