Multicultural education courses have emerged as an attempt to … Teachers should be well prepared to face all Language in India www.languageinindia.com ISSN 1930-2940 17:11 November 2017 Kamla Suleiman Salim AlAamri . That this concern is shared by authorities in East Asia, including the Education Bureau (EDB) of Hong Kong, is surprising given the high academic achievement of students from this part of the world. English Language has become a global and required language across all fields around the World. Teaching English in Multicultural Classrooms Ainon Jariah Muhamad International Islamic University Malaysia – Malaysia [email protected] Abstract The English language classroom provides an obvious multicultural context for learning, and teachers need to help In order for the teacher to be successful, a number of program supports should be in place. The multicultural education course is a genuinely peculiar phenomenon. In all cases they are Western Teachers Cultural and Linguistic Challenges in Teaching English Language in the Classroom . So, the classroom is always a challenge for the teachers, due to the diversity of children and their approaches, new situations etc. Sultan Qaboos University, Sultanate of Oman . A major concern of all education authorities around the world is the challenge that schools face in catering for learner diversity. The unquestioned guiding assumption is that such the training knowledge informs teachers’ classroom practices. Diversity of children, of approaches, of new situations is their everyday life. This paper assesses the challenges experienced by language learners in classrooms as a result of the diversity … who have learnt a different language before they enter education in a country whether that is at the start of compulsory education because they have a learnt a different language at home or during compulsory education because they are recently arrived migrants from a country where another language was spoken. Classroom is always a challenge for teachers. The expanding diversity in society has introduced into the educational enterprise elements incompatible with traditional notions of teaching and learning. Multicultural education has not yet become a central part of the curriculum regularly offered to all students; instead, educators have relegated it primarily to social studies, language arts, and the fine arts and have generally targeted instruction for students of color. 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