In order to conduct this PhD research, a group of 5 secondary II teachers was formed. These teachers have been trained in the task-based and intercultural approach. A "before and after" component was added to the data collection. In concrete terms: this group of teachers was observed at the beginning of the research a first time. They were then trained in task-based and intercultural teaching. This was followed by two classroom observations, the first directly after the training and the second at the end of the school year.
The aim of the study is to carry out a deeper analysis and, above all, to compare how intercultural content in French-speaking secondary schools is taught in German and to what extent it can be assumed that the task-based and intercultural approach in foreign language teaching could be considered more effective than "traditional" teaching, particularly in regard to pupil motivation.