ABSTRACT
This chapter discusses a perspective on the development of Cross-Cultural Competence (3C) that regards it as an activity that students do for themselves in a proactive way rather than as an event that happens in reaction to teaching. It argues that metacognitive, self-regulatory learning strategies provide the basis for the efficient and effective development of 3C over time. In the chapter, the authors define the essential qualities of self-regulation, describe the structure and function of self-regulatory processes in the context of cultural learning, and, finally, give an overview of approaches for guiding students to learn on their own.
