This article explores the significance of incorporating the works of Muslim immigrant writers into the training of future foreign language teachers, with a particular focus on how reading methodologies contribute to the development of intercultural competence. The study highlights the role of immigrant literature as a cultural and linguistic bridge, enabling students to gain deeper insights into issues of identity, cultural hybridity, and the challenges of integration in multicultural societies. Furthermore, it discusses pedagogical strategies for using such works in foreign language education, including critical reading, comparative cultural analysis, and the integration of reflective and discussion-based tasks to foster empathy, tolerance, and cultural awareness among future educators