Intercomprehension is not an alternative to learning all the skills specific to each language. However, one of its main strengths is to bring out the kinship, therefore, the similarities between languages, in order to increase the capacities of comprehension. This approach is interesting because it values all languages, in line with the CEFRL "The goal is to develop a language repertoire in which all linguistic abilities have their place [1]." Thus, it is an inclusive approach to linguistic competences, based essentially on contextualization and the positive approximation of the texts to be understood, an approach for which there is a competency framework.

[1] Full text of the CEFRL

Among the criteria stated previously, contextualization has motivated our artistic approach since 2001. Why? First, because this criterion establishes musical expression including, obviously, the linguistic aspect attached to it, whatever the locality. Second, because our approach is driven by a quest for meaning, and this requires also taking into account, in a given context, all the language elements of the sound register.

This amounts to saying that this register also contributes to intercomprehension, which, well before the written word, offers an interesting key on an intercultural level, particularly regarding environmental realities. Indeed, by exploring the audible at the heart of the musicality of languages, meaning can also emerge on this level that preserves nature. 

So, certainly, it's a cultural challenge. But a very accessible one, based on criteria with high contextual value, in that they optimize the relation to the present moment, and therefore to the environment. This is why they are the subject of our creativity method, which offers a nuanced language repertoire [2] in this area, what therefore serves as a support for cultural mediation, oral as well as and written. Both for:

• optimizing contextualization, using regional languages and mother tongues, if any [3],
• filling semantic gaps when kinship, resemblances between interacting languages, do not exist.

[2] Outline of Our Repertoire: the Sounds of Languages

[3] About Regional Languages and Mother Tongues

• European Charter for Regional or Minority Languages
• Indigenous Languages
• UNESCO - Mother tongue matters: local language as a key to effective learning
• Inclusive education in mother tongues
• UNESCO - If you don't understand, how can you learn?