The process of globalisation has increased the importance of intercultural learning defined as “the ability to relate constructively to people who have mindsets and/or communicative styles different from one’s own (Dypedahl, 2019: 102). This paper studies how the cultural differences emerging during the analysis of short stories are discussed by students and moderated by teachers in ELT classrooms based on the findings of a study carried out at Ivane Javakhishvili Tbilisi State University. The empirical data were taken from (1) a paper-based questionnaire filled in by the teachers of English teaching reading skills, text analysis and interpretation to multicultural groups of students (Georgians, Azeris, Armenians, etc.) at the BA program of English Philology and (2) interviews with some of the teachers. The findings reveal the ways cultural issues and differences are handled, with the view to facilitating the students’ understanding of target and source (local) cultures and the teacher’s role in this process.