When preparing teaching materials about communication between people from different linguistic backgrounds, many factors require consideration; these include theoretical orientation, purpose, context, educational needs, study level, as well as the cultural backgrounds of the teachers and their target learners. The classroom activity described in this paper aims to engage multilingual learners in discussion, analysis and reflection about the interrelationships between language, identity, culture and communication. The theoretical basis of the paper draws on "dialogic" and poststructural approaches to communication. During this activity students: discuss theoretical approaches to communication; analyse text extracts about language, identity, culture and communication written by authors from different linguistic backgrounds; interview each other about their own experiences of communicating in different languages with people from different cultures; analyse and reflect on the interview data they have gathered. It is hoped that this approach to transcultural communication pedagogy will not only deepen students' understanding of the ways in which language, culture and communication interact in the creation and practice of their own evolving multilingual identities, but also encourage teachers to reflect on how their own subjectivities continue to be formed and re-formed through the design and delivery of such activities in multicultural learning environments. (Contains 4 notes.)