The contributors to this volume have collaborated to present their work on introducing competences in intercultural communication and citizenship into foreign language education. The book examines how learners and teachers think about citizenship and interculturality, and shows how teachers and researchers from primary to university education can work together across continents to develop new curricula and pedagogy. This involves the creation of a new theory of intercultural citizenship and a procedure for implementation. The book is written by teacher researchers who aim to help other teachers, and concludes with reflections on the lessons they have learnt which will help others to implement these ideas in their own practice. The book is essential reading for foreign language educators and researchers, students in pre-service teacher training, and teachers in in-service training. This book is is comprised of three sections. Section 1, The Baseline: Learners' and Teachers' Perceptions of Intercultural Citizenship, contains the following chapters: (1) Comparing Students' Perceptions of Global Citizenship in Hungary and the USA (Irina Golubeva, Manuela Wagner, and Mary E. Yakimowski); (2) Exploring Perceptions of Intercultural Citizenship among English Learners in Chinese Universities (Han Hui, Song Li, Jing Hongtao, and Zhao Yuqin); and (3) Intercultural Encounters in Teacher Education--Collaboration Towards Intercultural Citizenship (Ulla Lundgren and teacher students). Section 2, Teachers Cooperating, includes the following chapters: (4) Beyond Language Barriers: Approaches to Developing Citizenship for Lower-Level Language Classes (Etsuko Yamada and Jessie Hsieh); and (5) Incorporating Environmental Action into Intercultural Dialogue: Personal and Environmental Transformation and the Development of Intercultural Communicative Competence (Stephanie Ann Houghton and Mei Lan Huang). Section 3, Learners Cooperating, includes the following chapters: (6) Green Kidz: Young Learners Engage in Intercultural Environmental Citizenship in an English Language Classroom in Argentina and Denmark (Melina Porto, Petra Daryai-Hansen, María Emilia Arcuri, and Kira Schifler); (7) Understanding Intercultural Citizenship in Korea and the USA (Catherine Peck and Manuela Wagner); (8) Mural Art and Graffiti: Developing Intercultural Citizenship in Higher Education Classes in English as a Foreign Language in Argentina and Italy (Melina Porto); (9) Language and Intercultural Citizenship Education for a Culture of Peace: The Malvinas/Falklands Project (Melina Porto and Leticia Yulita); and (10) Human Rights Education in Language Teaching (Leticia Yulita and Melina Porto). The book concludes with Reflections: Learning from the Challenges and Seeking Ways Forward (Michael Byram, Irina Golubeva, Han Hui, and Manuela Wagner).