In the past eight chapters, we hope we have taken you on a trip showing how a group of language educators collaborated in order to integrate intercultural competence (IC) in language education in a meaningful and systematic way. Throughout the book we reported on our activities as a group in order to: (1) learn about IC; (2) collaborate to modify units to integrate IC in a systematic way; (3) implement the units in the classrooms; and (4) reflect on the implementation. We would like to emphasize that we intentionally added sections in each chapter in which we described challenges that arose in any of the phases. We do not only consider challenges unavoidable in a collaborative project, but we welcome them as opportunities to learn more about ourselves, processes of collaboration and the subject matters involved.

We would be remiss if we did not mention that in our project, as in any human endeavor, there were some combinations of participants' personal and professional situations which worked well and others which worked less well. We had discussed possible causes for concern at the outset and decided that we would like to foster an open environment in which everyone could voice their concerns. For example, different expectations of what students can do at various levels and how the project should therefore be planned and implemented, conflicting schedules and availabilities during different times of the project, and resulting perceived asymmetries of time spent on the project, as well as lack of experience in one context or another can potentially lead to misunderstandings. We were also aware that there could be issues of perceived differences of 'power'. For example, graduate students might feel as though they could not contribute as much with regard to the practical aspects of teaching younger students due to lack of experience, while teachers might feel that their opinion did not carry as much weight in discussions of theories.