Processing cultural experiences in the Japanese classroom

This paper presents an example of a skills-focused, process approach to teaching culture in a Japanese EFL writing course. Through the application of Tseng\u27s semiotic-bases theory of culture and Byram\u27s concept of critical cultural awareness, it is argued that processing social encounters within one\u27s native culture can contribute to the development of essential skills and strategies for managing crosscultural difference. For students enrolled in general language education programs who have little contact with foreign cultures, approaching culture learning as a basic socialization process that requires systematic analysis supports learners in managing whatever cross-cultural encounters they may face in the future