This inquiry explored intracultural peers employing language as a cognitive tool (i.e. languaging) to recognise, grasp, and explain intercultural communication concepts. In pairs, 42 Korean public school teachers enrolled in an in-service program completed a describe-interpret-evaluate task through synchronous computer-mediated communication. To explore languaging about intercultural communication, the analytic concept of language-related episode (LRE) was adapted to create intercultural communication meta-talk (IC-MT). Transcripts from the task were analysed for: (1) the occurrence of IC-MT, and (2) the focus of IC-MT instances in relation to concepts underlying intercultural communication. Results displayed that IC-MT occurred at variable rates in peer discourse, sometimes included problematic interactional features, and centered on four aspects of intercultural communication. This inquiry proposes that the intracultural peers use language in ways that create conditions for intercultural learning and that multiple factors mediate participation in collaborative dialogue. Pedagogical implications of the findings are debated, in addition to avenues for future research on languaging and its role in the formation of intercultural competence.