In light of the move towards a bi/multilingual turn and recent reevaluation of translation in the field of applied linguistics, this article looks at the translation of culture-specific lexis (CSL) and its role in developing learners' intercultural discussion and reflection. It examines learning journals kept by students in two different contexts, intermediate learners of Japanese in a U.K. university and intermediate learners of English in a South Korean university. Despite a difference in contexts, three recurrent themes were identified in the learning journals in both classrooms: (1) reflection of languages and cultures, (2) considerations of the target reader, and (3) critical reflection of one's own translation. The results of the study show that translation tasks involving CSL can enhance students' intercultural awareness and, consequently, contribute to the development of intercultural competence.