Abstract

This article examines how Multicultural Education can be used to inform the teaching and learning of English language learners across all disciplines in the United States. It provides an analysis of five dimensions of critical multicultural education, as well as comments on the key areas of focus that can help both English language learners and native-born students understand the course content and each other better. The ideas presented in this article can be used as a starting point for faculty and higher education administrators around the world and across disciplines who want to re-think their classrooms and/or the college/university experience to better meet the needs of the ever-increasing diversity of student through multicultural education research. The keywords used in this article are multicultural education, foreign language education, English language learners, and English as a second language.