Linguistic policies, which integrate the interculturals aspects of language learning and teaching, deal more and more clearly with some dimensions of teacher training formation which make them converge towards educational policies.

Starting from the parallel that one can establish between, on the one hand, the evolution of discourse didactics on linguistic and cultural abilities and, on the other hand, on the understanding of the conditions of development of educational policies opening to an international dialogue, this article deals with the more relevant aspects of a such working hypothesis as the development of systems of of education, of training and of research. The approach is multidirectional in view of an international dialogue.

The movement towards increased professionnalisation will be concretized in practical training courses. The creation of a research observatory would open prospects which may seem realizable in the short and medium term in Pan-American context.