This conceptual research offers an approach to literacy in order to explore the intersection of three types of pedagogies: pedagogy of multiliteracies, pedagogical use of film for cultural understanding, and translanguaging pedagogy for inclusive Japanese language education. It envisions a curriculum using these pedagogies to enhance both students’ linguistic and cultural understanding. As enrollment in foreign language courses continues to decline and technology reshapes language learning, it is crucial to develop new approaches that resonate with diverse students. This thesis offers Japanese language curriculum developers possibilities to extend how film can be used not only for language acquisition but also to develop critical cultural awareness and interpretive skills. Therefore, in this extension, I include a practical unit plan that has implications for research on its impact on Japanese language teaching and learning. The unit plan is grounded in a theory of multiliteracies, which advocates for a broader understanding of literacy encompassing the diverse modes of meaning-making prevalent in the digital age. Films, with their rich tapestry of visual, auditory, and textual elements, serve as ideal multimodal texts that teachers and learners can use to bridge the gap between language acquisition and cultural understanding. As a curriculum developer, I used criteria for selecting films as Japanese language teaching material based on analyzing four perspectives: Language, Cultural Content, Conventions, and Genre (Center for Advanced Research on Language Acquisition, 2023). Next, I planned learning activities to encourage students to explore regional varieties, cultural symbols, and social values, often neglected in traditional language teaching. These activities are designed to help students recognize and analyze the complex interplay of visual, auditory, and textual elements in films, reflecting the multifaceted nature of Japanese culture. Lastly, as implications of my conceptualization of this curriculum- I suggest future research that could focus on three key areas: selecting appropriate video materials, understanding how students' cultural and linguistic backgrounds influence their interpretations, and addressing the challenges teachers face when implementing multiliteracy-based instruction. Ultimately, this study advocates further exploration of multiliteracies in Japanese language education to better prepare students for a digitalized and globalized society.