The currently dominant conceptual framework on culture learning and teaching are still within the traditional dichotomy between “Big C” and “little c” cultures with the recognition of culture merely as a fifth skill. This article argues for a new interpretation of culture which potentially challenges traditional views of culture and promotes critical perspectives such as meaning-making, multiple perspectives, transaction, and dialogue. It then proposes a pedagogical framework to restructure curriculum around this new interpretation using authentic video and computer-mediated communication (CMC). Finally, a classroom investigation of a culture project that was designed on the basis of alternative theoretical perspectives and that employed authentic video and CMC as instructional strategies for fostering cultural awareness will be presented in order to illustrate how the proposed framework can be put into practice.