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The aim of this paper is to show that, by analyzing and understanding the L2/FL it is possible to make explicit the different ways of expressing the experience through language and develop as well critical thinking and social awareness that give value as a multilingual citizen. In order to integrate the socio-discursive knowledge in the teaching of L2/FL, the concept of Critical Intercultural Communicative Competence (CICC) is proposed. From the competences in the Common European Framework for Languages, the linguistic foundations and dimensions of learner in Plan Curricular del Instituto Cervantes, an expanded understanding of the concept of intercultural speaker is proposed. That allows us to link Intercultural Competence which opens the student to a complex and diverse view of the world, with a critical dimension of language teaching, able to provide methodological and conceptual tools necessary for a non-innocent approach to language. The Discourse is seen, therefore, from a semiotic-critical perspective that takes concepts of Critical Discourse Analysis and Systemic Functional Linguistics. [ABSTRACT FROM AUTHOR]