In Canada, and more broadly in a globalized world, the contact of cultures is part of our daily reality. In order to equip individuals so they may draw support from situations of plurality, the didactics of language and culture aim to develop, among language learners, sensibilities and practices which allow them to grasp the complexity of linguistic and cultural diversity. We therefore discuss, in the context of language didactics, inter-, trans-, multi-, and pluri-cultural approaches. This article reviews these designations and their references using two recent international works.