In the following article the author presents a methodological framework for the teaching of intercomprehension. Competence in intercomprehension is seen as a realisation of the general human faculty for using and understanding language, which includes the ability to comprehend texts and utterances in "unfamiliar" languages. This competence can be developed through learning and promoted by teaching. Teachers of intercomprehension can base their approach on two methodological principles: (1) "Encouragement through awareness raising": Teachers make learners aware of their prior knowledge in various fields and encourage them to activate it for the understanding of "new" texts and utterances; and (2) "Support for the development of interpretation strategies": Teachers help the learners to develop their interpretation strategies on the basis of their prior knowledge. Nine main categories of prior knowledge can be identified and--as a correlative--nine corresponding categories of methodological devices can be used to match them. (Contains 1 table.)