The guide provides a conceptual framework for teaching cultural awareness and intercultural adjustment skills. Designed in the context of an intensified English second language program, the approach is recommended for students at the intermediate or advanced levels of language learning or for monocultural classes. In this approach, four stages of cultural awareness are identified, and within each stage, general skills to be developed. The first stage involves recognition of the existence and pervasive influence of culture. The primary skill to be developed here is non-judgmental observation. The second stage is characterized by either acceptance or rejection of cultural differences, and the skills to be developed at this stage focus on coping with ambiguity. The third stage concerns achievement of attitudes on a continuum from ethnocentrism to cultural integration. To achieve a bicultural perspective at this stage, the ability to empathize must be developed. Transcendence, or appreciation of one's own as well as others' cultures, is the final stage of cultural awareness, and the skills to be cultivated concern the ability to respect. For each stage, a set of classroom exercises targeting the appropriate skill area is suggested. An introductory section offers suggestions on classroom teaching technique. (MSE)