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) *