This paper explores the theoretical and applied groundwork for a new "sociohistorical practice" of cross-cultural communication. Influenced heavily by the work of psychologist Lev Vygotsky, the theory assumes that the way teachers think about and teach culture should result from an understanding of how sociohistorical conditions produce cultural change. Students first learn to look for underlying technological and economic factors that create differing cultural behaviors, customs, values, beliefs, mythologies, and psychologies. They then practice various socially mediates adaptive responses to historically based cultural conditions. It is argued that only by combining theory and practice in this way can true intercultural empathy be developed. Case studies from the everyday lives of individuals around the world are cited as examples, and a practical framework for teaching culture in the foreign/second language classroom is presented. Three sample lesson plans are included. Contains 107 references. (MSE)