ABSTRACT
As intercultural language education has developed over the past few decades, it has become increasingly apparent that its practitioners share a set of concerns with the burgeoning area of citizenship education. This chapter surveys some of the links between citizenship education and intercultural language learning, and then proceeds to a discussion of the articulation of this common ground in influential documents issued as guidelines to language teachers in America, Australasia and Europe. The chapter concludes with a brief consideration of how broad curriculum guidelines relate to language classroom resources and practices.
