This article presents an initial analysis of the state of the art in relation to the concept of interculturality, a key concept in education, in the training of preservice foreign language teachers. This analysis was done in four countries: Spain, México, Chile and Colombia. First, some basic theoretical elements are presented: interculturality, multiculturality, intercultural education and training of preservice foreign language teachers. Then, after reviewing the documents, tendencies in relation to the concept of interculturality were found. These tendencies see interculturality as a pedagogical process related to global demands and not as a local and social construction. Besides that, interculturality is perceived as ethnicity (state) and not as cultural diversity (process). Finally, we reflect on the future areas of research related to interculturality and training of foreign language teachers.

Most English teachers in Colombia are reluctant to work in rural schools due to several challenges that they may encounter. The purpose of this article, which is based on the results of research studies conducted in Boyacá and Santander (Colombia) about English teaching in rural areas, is to show some of the reasons why teachers do not select a job in rural zones. It also suggests some strategies to overcome these issues. Finally, the authors discuss some of the implications for teachers and stakeholders.