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A model of language and speciality-area content teaching and learning in Japan is built on a concern to develop dialogically engaged language communal communication (DELCC) in class to be extended outside in the wider society. This model is applicable to other university contexts insofar as the FAO language is conceptualised and practised for life content enrichment rather than operational or academic success. DELCC development is linked to an FAO (foreign-additional-other) English language study for life-long participation in effecting constructive social change. Adopting a one-world ontology of knowing about and being and acting in the world, this paper maintains that DELCC development in FAO language university study can serve as an impetus for the enhancement of young adults' greater participation and agency for constructive social change across the higher education curriculum, a development which can transfer to local and global citizenship after the completion of university. Teachers and programmes of university FAO language study, however, need to be more aware of the extent to which classroom language and communicative interaction can determine the kinds of involvement or non-involvement open to students. University FAO language study can influence the way(s) in which young adults exercise democratic civic responsibilities. [ABSTRACT FROM AUTHOR]