Teachers and students can have ambitious educational goals, including critical reflection on the world around them, both that which is "home" and that which is "foreign." The environmental questions which face us all can be part of the elementary school curriculum, and the Foreign Language Elementary School (FLES) contribution has a particular role because it turns the learner's gaze outwards, linguistically and culturally. The creation and sharing of knowledge can occur in the target language and in combined lessons with other classroom teachers also in English. Students in FLES classrooms can develop intercultural competence, critical thinking, and tolerance for ambiguity. This article describes a project that aimed to see how the theory of ethical imperative might be realized in elementary school with younger students, and to consider what changes might be required in the theory when working in this environment. The researchers aimed to find a way of teaching that ensures that students develop aspects of Intercultural Competence/Intercultural Citizenship (ICC) and become aware of important societal issues while at the same time developing their linguistic skills, all within the overall curriculum required for the grade level.