This ground-breaking book is the first to describe in detail how teachers, supported by university educators and education advisers, might plan and implement innovative ideas based on sound theoretical foundations. Focusing on the teaching and learning of intercultural communicative competence in foreign language classrooms in the USA, the authors describe a collaborative project in which graduate students and teachers planned, implemented and reported on units which integrated intercultural competence in a systematic way in classrooms ranging from elementary to university level. The authors are clear and honest about what worked and what didn’t, both in their classrooms and during the process of collaboration. This book will be required reading for both scholars and teachers interested in applying academic theory in the classroom, and in the teaching of intercultural competence. This long-awaited book bridges theory to practice in an accessible and engaging way; teachers explain to other teachers how they successfully integrated an intercultural component in their pre-existing unit plans. Each of the eight chapters models the optimal use of authentic cultural contexts and provides theoretical justifications for the inclusion of an intercultural component. This book is a valuable resource for new teachers, veteran teachers, and pre-service teachers. ― Paula Garrett-Rucks, Georgia State University, USA This collection provides both inspiration and a practical roadmap for language teachers interested in supporting the development of intercultural competence. Clear, accessible, and focused on classroom practice (yet thoroughly grounded in theory and research), this an invaluable resource for teachers! ― Stacey Margarita Johnson, Vanderbilt University, USA This is action research at its finest. Authors who feel like trusted colleagues design lessons and then adapt them in accordance with their observations of student behavior and learning. This work includes open and honest discussions about the triumphs and learning opportunities associated with their research, making suggestions for moving ahead with the project and adapting the project for future iterations. ― Joan Campbell, Lincoln Sudbury Regional High School, USA [This book] makes an essential contribution to the field of ICC and language education by systematically applying the theory of ICC to foreign language pedagogy and promotes a greater understanding of the concerns, strategies, and challenges associated with designing and implementing ICC lessons by examining teachers’ perspectives as they teach ICC in their language classrooms. -- Renzhong Peng and Rongrong Fu, Huazhong University of Science and Technology, China ― International Journal of Communication 14 (2020) Manuela Wagner is Professor of Language Education at the University of Connecticut. Her research focuses on the integration of intercultural dialogue and intercultural citizenship education (Byram, 2008) and across the curriculum from elementary school through post-secondary education. She is particularly interested in the interplay of theory and practice and has been part of and helped create communities of practice to implement theories of Intercultural Competence and Citizenship as well as related conceptual frameworks (theories of criticality, intercultural communication, social justice, intellectual humility, the Glocademia matrix (Guilherme, 2022)) in practice. The resulting book projects include the co-edited volumes Teaching Intercultural Competence Across the Age Range: From Theory to Practice   (2018) and  Education for Intercultural Citizenship: Principles in Practice  (2017), and the co-authored book  Teaching Intercultural Citizenship Across the Curriculum: The Role of Language Education  (2019). Dorie Conlon Perugini is a doctoral student at the University of Connecticut in the department of Literatures, Cultures, and Languages concentrating on Applied Linguistics and Discourse Studies. She is also an elementary Spanish teacher in Glastonbury, Connecticut where she teaches grades 1-5 and conducts action research. Her research interests include intercultural competence, social justice, raciolinguistics, and culturally sustaining pedagogies. Dorie has co-edited Teaching Intercultural Competence Across the Age Range: Theory to Practice, which shares the journey of world language teachers partnering with graduate students from the University of Connecticut to help students develop intercultural competence. Michael Byram is Professor Emeritus at Durham University, England. Having studied languages at Cambridge University, he taught French and  German in school and adult education and then did teacher education at Durham. He was adviser to the Language Policy Division of the Council of Europe and then on the expert group which produced the Reference Framework of Competences for Democratic Culture. His research has included the education of minorities, for