We often speak about developing students' cultural and intercultural awareness as part of the language learning process. However, these elements are often dealt with superficially and the methods used are somewhat unclear to many practitioners and to learners themselves. As a result, we very often hear that learners do not learn a language at the deep, meaningful level that makes its use in communication rich, meaningful, multi-levelled and effective. In this article, the notion of "apocalypse", not in its religious meaning (Dimitrakos, 1970, p. 195)--but in its meaning of "uncovering, bringing to light, making known, revealing, or making something clearer" (Bambiniotis, 2002, p. 242)--is suggested as a complementary, focused process of unveiling elements that are there in all language learning, but which students are unaware of. It is suggested that their revelation would offer learners a deeper understanding of meaning, as a result of which they could make better use of these elements and consequently be more effective in communication. Examples of how this might be done in the teaching of Greek as a second language in Australia and Cyprus are presented. (Contains 3 tables.)