Education for global citizenship is a topic that has recently become a form of modern civic education and of great importance, as it involves the active participation of people, especially young students, in projects that address global issues of a social, political, economic, and environmental nature. Anyone looking at the structure of societies considers the educational system to be highly influential and affected by global changes. Education is one of the most important pillars for shaping values, building generations, and contributing to the development of important concepts such as establishing peace, achieving sustainable development, and educating individuals to accept others and respect diversity. All of these reflect the values ​​of citizenship. Indeed, they extend to global citizenship by preparing individuals to be citizens who have a sense of their roles as global citizens, who are aware of the wider world around them, who appreciate and respect diversity, and who are willing to work collectively and make the world more just and sustainable. For global citizenship, there must be a global language for dialogue, which is the language of science or the language of the world, "English". Teaching English for global citizenship means integrating language skills with awareness of global issues and moral values ​​to enable learners to interact and develop intercultural communication competence for a conscious and purposeful global dialogue. In this research paper, we wanted to examine the phenomenon of teaching English for global citizenship; attempting to integrate language skills with awareness of the most important global issues between cultures for open global dialogue and linking language to global concepts and understanding its use. So, what are the most important foundations and values ​​of global citizenship? And where does the English language play a role in achieving global citizenship? The answers for these questions are detailed through the current research paper.