Abstract
Because of its communicative nature, the teaching of a foreign language offers itself as a space for educating about otherness, but it should not be based only on conveying information about the "other" world. The teacher must be prepared to work with otherness in every lesson, not only through its content, but also the forms of work, the method of assessment, his overall, individualized approach to pupils and students. In considering the way of assessment, formative assessment undoubtedly offers significant possibilities, otherness and relating to it affects classroom relationships and can be taken into account in group work.
The chapter considers how these processes and facts should be reflected in the preparation of future teachers, whether in foreign language didactics or in overall pedagogical-psychological education. Are future teachers sufficiently equipped to be able to overcome stereotypes and old clichés, on which the teaching of French in Czech primary and secondary schools is largely based? How to overcome the instrumentalization of language, its reduction to a language system without relation to cultural codes, which are somehow loosely wrapped around linguistic knowledge, or serve only as content for acquiring language competences?
In addition to reflecting on the current state of training of future French teachers, we will try to offer options through which aspiring teachers could overcome barriers and open a dialogue with otherness.