The conceptglobalization, understood as ?a major reconfiguration of social geography [which]has propelled several important shifts in primary social structures? (Scholte,2005) allows for reflection on the importance of encouraging and generating?socially constructing- spaces for the transformation of the learning subject intosocial change agents.  The term global citizenship contributesto empowering learnersas well as conferring the right to challenge authority and dissent (Byers, 2005). Along this perspective, languageinstructors should face the task of forming knowledgeable, reflective,and inquisitive learners with the ability to critically analyze global issuesfrom an open and empathic view. Furthermore, they must inspire them to "think globally and act locally? i.e. they needto urge them to consider the planet theirhome and take action accordingly.  With these principles in mind, ourpresentation focuses on the teaching of current global issues in the EnglishLanguage III chair, at Facultad de Lenguas, U.N.C by means of exposing studentsto different episodes of the animated sitcom ?The Simpsons? which parodies American culture and many aspects of the human condition. Audiovisual resources work as tools for fosteringlanguage acquisition and consolidation, and the incorporation of specific learningstrategies and autonomy. The presentation of cultural products that introducecontroversial topics encourages learners to move away from their zone ofcomfort, and eventually spur deep reflections on global conflicts and hot debatesabout ethical dilemmas. Since an ultimate goal is to form active socialparticipants, the chair also stimulates activism, engagement and participation inout-of class activities. This derives from the conviction that, global citizenship education is apedagogical approach that addresses each learner as social agent withinimitable beliefs and experiences and which also helps students explore and take acritical and informed stance upon global affairs.