This paper describes a technique for English-as-a-Second-Language teaching that has students and teachers sharing personal narratives, developed using ethnographic research techniques, as a classroom exercise. The technique, used in a higher education institution in Japan, is presented as a work-in-progress to those who are interested in intercultural communication and multiculturalism issues and in how cultural differences in communication and learning styles can be used to create new practices of learning. Influenced by the sociohistorical psychology of Lev Vygotsky and A. R. Luria, the liberation pedagogy of Paolo Freire, and the critical pedagogy of Ira Shor, the approach assumes that learning can best take place in group environments where students and teachers are encouraged to work together to share their social histories and build their own programs of learning. (Contains 20 references.) (MSE)