Nine years ago, the author developed and started to practice new approach to intercultural dialogue with foreign students in a Japanese university. By exchanging journals with a numbers of foreign students, the author has been trying to deepen the level of mutual understanding with them over the years. The intercultural dialogue, which makes it possible to enter the inner state of mind of each journal participant, is beneficial for both the cross-cultural learners & the "transcultural mediators", the supporters of those learners. However in the past, more emphasis has been placed upon the dynamics of the learners. By shifting the focus, this paper attemps to study the learning of the midiators, and to spell out its process & outcome. Recently this particular approach has been applied to educate trainees, both Japanese & foreign students in a national university and in addition, a number of members of the community who are interested in developing their communication skills with people from various cultural backgrounds. This attempt aims to facilitate and develop competency in intercultural dialogue through journal-writing. In order to attain this objective, a three -person-interaction is carried out with a trainee, a foreign student, & the author herself. To make a full picture of reciprocal learning clear, it is crucial to bring out the issue of what the mediator learns from these interaction with learners from various cultural backgrounds. The concrete meaning of reciprocal learning in intercultural interactions should emerge for student & teacher alike. In addition, the significance of "Action Research" in terms of the educational innovation is also discussed in this paper.