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Multicultural Education

The majority of classrooms include a diverse student population. With racial, ethnic, socioeconomic, cultural, and familial diversity within the educational structure, there is a growing need for educators to be equipped with methods of restructuring lessons that are not to be viewed as “additions" to their content area.

Participants will discover instructional strategies that benefit all students, not just those who are fluent in English. The aim of this course is to help participants understand how language is structured, how first languages are acquired and developed, and how languages vary, as these topics are relevant in a classroom with a variety of first-languages.

Possessing a greater understanding of the basics of language allows teachers to better understand the specific struggles a student might experience when trying to attend daily classes in a language they don't fully understand.

Carlow University ED 662 • Madonna University EDU 5830.24 • Mercy University EDUT 532

This course is cross listed with Mercy University course EDUC 522 - Lang Develop & Lit Acquisition.

The required text for this course is Crossing Cultures in the Language Classroom, Second Edition, by Andrea DeCapua, Ed.D and Ann C. Wintergerst, Ed.D.

ISBN 978-0-472036417

Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.

Professional
Development

Course Schedule

2/11/25 - 5/13/25
4/8/25 - 7/8/25
6/10/25 - 9/9/25
8/12/25 - 11/11/25
10/14/25 - 1/13/26
12/9/25 - 3/10/26

Course Schedule

Textbook List FAQs

Outline
Objectives
Partner Universities
Important Information
Student Academic Integrity

Print Online Course Outline Print Face To Face Course Outline

Outline

Module 1: Federal and State Laws

Contents:

Compare and contrast laws in your state and district and determine the impact on ESL students in the classroom
Assess the growing diverse populations in schools throughout your district and this country
Module Assignments

Module 2: Educating Teachers for Diversity – The Context of Teaching

Contents:

Analyze beliefs held about teaching diverse populations..
Employ strategies used to foster reflective teaching and ESL instruction.
Reflect on personal and professional knowledge and experiences to help define your professional development goals.
Examine the beginning stages of adjustment for the student who is ELL.

Module Assignments

Module 3: Cultural Identity

Contents:

Analyze characteristics of a diverse society
Assess the effects of culture shock on ESL students and how it transfers to the classroom
Differentiate characteristics of culture

Module Assignments

Module 4: Defining Multicultural Education

Contents:

Create a definition of multicultural education
Determine how multicultural education can be put into action in your classroom
Envision what a multicultural classroom can look like
Assess instructional considerations for the ESL/ELL student
Module Assignments

Module 5: School and Classroom Contexts

Contents:

Assess practical ways brain-based research applies to ELL learners
Examine ELL learning hierarchy of language development
Compare beliefs held about teaching diverse populations in today’s classroom
Discuss definition of context and how it applies to teaching
Confront prejudicial beliefs about cultural groups and develop a multicultural perspective
Module Assignments

Module 6: Strategies for Special Populations and Pros and Cons to Multicultural Teaching and Learning

Contents:

Compare and contrast the pros and cons of multicultural education from an historical perspective
Implement strategies for ELL/ESOL students to improve the learning community
Examine teacher behaviors that consistently promote student learning
Module Assignments

Module 7: Classroom Processes

Contents:

Examine the effects of cultural differences in the classroom and schools
Describe how to use effective cooperative teaching and learning strategies with diverse populations
Design improved pre-instructional strategies by studying the behavior characteristics of differential treatment of high and low achieving students
Module Assignments

Module 8: Text Books and other Instructional Materials

Contents:

Explore the impact the content of textbooks has on diversity
Discuss types of bias to which teachers are vulnerable
Examine teaching and learning styles and their importance in the multicultural classroom
Module Assignments

Module 9: Communication

Contents:

Compare and contrast the meaning of non verbal communication across cultures
Explore the impact of pragmatics on communication
Explore alternate assessment techniques for use with ELL students.
Module Assignments

Module 10: Final Integration Project

Contents:

Develop and integrate an interdisciplinary multicultural lesson appropriate to classroom settings in one of the major subject areas of your choosing, that contains the principles of curriculum design mentioned in all previous modules.

Objectives

Compare and contrast laws in your state and district and determine the impact on
ESL students in the classroom
Assess the growing diverse populations in schools throughout your district and this
country
Analyze beliefs held about teaching diverse populations in 21st Century classrooms.
Employ strategies used to foster reflective teaching and ESL instruction.
Reflect on personal and professional knowledge and experiences to help define your
professional development goals.
Examine the beginning stages of adjustment for the student who is ELL.
Analyze characteristics of a diverse society
Assess the effects of culture shock on ESL students and how it transfers to the
classroom
Create a definition of multicultural education
Determine how multicultural education can be put into action in your classroom
Envision what a multicultural classroom can look like
Assess instructional considerations for the ESL/ELL student
Assess practical ways brain-based research applies to ELL learners
Examine ELL learning hierarchy of language development
Compare beliefs held about teaching diverse populations in today’s classroom
Discuss definition of context and how it applies to teaching
Confront prejudicial beliefs about cultural groups and develop a multicultural
perspective
Compare and contrast the pros and cons of multicultural education from an historical
perspective
Implement strategies for ELL/ESOL students to improve the learning community
Examine teacher behaviors that consistently promote student learning
Examine the effects of cultural differences in the classroom and schools
Describe how to use effective cooperative teaching and learning strategies with diverse populations

Design improved pre-instructional strategies by studying the behaviors characteristicof differential treatment of high and low achieving students

Explore the controversial impact the content of textbooks has on diversity
Examine teaching and learning styles and their importance in the multicultural classroom

Identify the instructional skills required for successful group work
Compare and contrast assessment formats
Determine various methods to evaluate academic efforts of ESL and other students
Develop and integrate an interdisciplinary multicultural lesson appropriate toclassroom settings in one of the major subject areas of your choosing, that containsthe principles of curriculum design mentioned in all previous modules.

Partner Universities

Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.

Important Information

Online 3-graduate credit courses are 13 weeks in length.

On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.

Weekday courses are Monday-Friday from 8:00am- 6:00pm.

It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.

Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner.

Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI.

Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information.

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by our partnering colleges and universities and is subject to academic disciplinary action.