Given the ever greater degree of mutual exchange between cultures in today’s world, the systemic reorganization of socioeconomic functioning, as well as the unprecedented advances made in the cognitive neurosciences, research into the teaching of foreign language and culture has moved into what some now call a “paradigm of interrelatedness” (Aden, Grimshaw, Penz 2010). Neurophenomenological theories enable scientific inquiry into the role of embodied, sensory and emotional experience in learning to communicate in a foreign language. In this article, we look at how theater arts can be used to design new intercultural and plurilingual approaches to foreign language teaching by drawing on learners’ empathic dispositions to relate to others and otherness.