In the process of learning a foreign language the teacher’s implicit objective is to make the student (learner) to imitate the national speaker of the target language; it is also about the plan of the linguistic competence expressed in terms of knowing the foreign country and culture under the question. Taking into account the “intercultural dimension” of teaching languages, the main goal is to make the learners to become intercultural speakers able to engage in a context of multiple identities and to avoid the stereotypes that come alongside with the perception of other within an identity. This approach consists in the fact that the interlocutor could be viewed as a person whose profile should be discovered, given that an individual is a simple bearer of an identity attributed from exterior. In other words, the teacher should develop the intercultural competence to the learner, i.e. to allow a dialogue between individuals with different social identities. In this research we are going to focus on the intercultural dimension in language acquisition by means of textbooks of French as Foreign Language (FLE). The topics considered in these textbooks should be developed in the critical and intercultural perspectives, i.e. the basic principle should consist in leading the students to compare the defined topics within their cultures, then within the target one.