Abstract
Japanese students often introduce Japanese culture to international students in an essentialist manner. However, this approach can lead stereotypes and ethnocentrism. In order to overcome this problem, I asked students enrolled in a Japanese language teacher education program to critically introduce Japanese culture to students learning Japanese language in the United States using Kubota's (2008; 2015) 4D (Descriptive, Diversity, Dynamic, and Discursive) Approach. In this paper, I will introduce this teaching practice by analyzing students' reflection papers and semi-structured interviews conducted with students.
