English language teaching (ELT) professionals also realised the pedagogical potentials of bringing real-world issues into their classrooms. As Cates (2002) puts it, global education (GE) “aims to enable students to effectively acquire a foreign language while empowering them with the knowledge, skills and commitment required by world citizens to solve global problems” (p. 41). The increasing interest in GE can be best observed by the fact that there are more and more sections of important professional organisations dealing with global issues: the IATEFL Global Issues SIG, TESOL’s Social Responsibility Interest Group and JALT’s Global Issues SIG have been promoting the use of global themes in EFL classes for years (Maley & Peachey, 2017; Sampedro & Hillyard, 2004). The following section presents the rationale behind incorporating the global dimension into ELT (in Section 2.1.3.1) and gives a theoretical overview of citizenship education in the English as a foreign language (EFL) class (in Section 2.1.3.2). Then, it places global citizenship education (GCED) in ELT into the framework of content-based instruction (Section 2.1.3.3) and concludes by presenting what topics are advisable to discuss in the EFL class in the context of global citizenship education (Section 2.1.3.4).