The multicultural classroom is found in nearly every online course. It blends students from a variety of cultures, resulting in a rich and diverse learning environment. Some students may use English as a second language (ESL) or English as an additional language (EAL), while others may bring cultural differences from varied locales or backgrounds in the United States. There are challenges in teaching such a group, but the rewards for extra effort are students who enjoy and are engaged in the course, better student interaction, and lessons in acceptance and diversity. The following are some suggestions on how to maximize these efforts:
The “Welcome to the course!” message is very important. We have all written some form of Day One announcement, welcoming students to our course. It is designed to introduce the students to us and discuss the class policies and ground rules. In this message it is important to avoid slang and U.S.-only references (such as the Yankees, Porterhouse steak, or The Simpsons TV show) because multicultural students may not understand these references. Of course, as with any opening message it is important to be friendly, encouraging, and to show that you are excited about teaching, with a strong emphasis on always being available for and welcoming student questions.
Begin the course with an introductions discussion thread. Nearly all online courses have an introductions discussion thread or something similar so the students and faculty can get to know a bit about each other. In giving directions for this, ask that students explain a bit about their country or region of origin, and ask all students to include one interesting or unusual item about their names. This quickly becomes a very active conversation.
Be sure all assignment and course instructions are unambiguous and detailed. This is important for any student in an online course, but for the multicultural student who may not use English as a primary language, casual, vague, and sketchy language can be especially challenging. Review the information, email, or response before posting it in order to make your communication as clear as possible.
Use the discussion forum to actively engage multicultural students. This is a great way to have fun in the course while also getting multicultural students to actively engage with each other. One sure-fire activity: mention that there are many different ethnicities, countries, and backgrounds represented in class, and invite all to submit their favorite recipes for classmates to share. Another: ask the class to take the course subject and discuss its value or use in the countries or regions represented by the students. These welcoming invitations allow multicultural students to share information about their countries and regions, get them more engaged in the course, and create a stronger overall bond among the students.
Post a general announcement indicating that ESL/EAL resources are available for anyone who might like them. Most institutions offer these resources, many texts have such resources in them, and there are many courses specifically for ESL/EAL students. But it’s important to create a comfort zone in your course, and posting such resources—especially if they relate to the course subject—can be a help that is close by, while also showing that you genuinely care about all students succeeding in the class.
Make use of multicultural websites. The more information available on teaching multicultural students the better for the instructor. This can help the instructor in one-on-one discussions with multicultural students, introduce teaching strategies and activities that make for a more comfortable and engaging course, and make the teaching experience more enjoyable. One of the best websites around for multicultural teaching information is www2.nau.edu/~jar/Multi.html.
Use visuals when possible to explain concepts, terms, etc. Using video, photos, charts, and graphs can add to a student’s understanding of the course content. Certainly, all students will benefit from this, but the multicultural student can find added clarity where otherwise confusion or questions might arise. (Audio postings can help as well. Just be sure to speak slowly and concisely.)
Post various international holidays and festivals from around the world to engage all students. While probably having nothing to do directly with the course content, posting a list of international festivals and holidays—perhaps in a resources area—reinforces your commitment to and embracing of the multicultural classroom. Incorporate this list into a discussion thread and/or other assignment. Ask students to explain an event that might fall within the class dates, and send the class a little celebration card or picture when one of the dates lands within the course schedule. This is a great opportunity to teach about different cultures, an important adjunct to any course subject.
In using visuals to illustrate course contents, seek out a multicultural approach. When people are showcased in any illustrations, videos, or pictures you post in class, seek out those examples that mirror the diversity of the class. This is yet another way for the instructor to demonstrate sensitivity to all ethnicities and all backgrounds in the class. While not every student might be represented, the message comes across quite clearly: all areas of the course are designed for each person in the class, not a select few.
Ask students for help in the pronunciation of their names. If holding live chats or giving audio or audio/visual feedback on assignments, the proper pronunciation of student names is important. It’s the right thing to do, and it shows that you care about the students. If no voice will be used in the course, it’s still good practice to ask students for the phonetic spelling of their names where pronunciation might be iffy for you. This will come in handy if you need to talk to the student via telephone.
Some final “let’s-not-forget-about” items. Leave any biases or prejudices outside the course. Some students may need more time to complete an assignment because English is a second language. Plagiarism may not have the same negative ramifications in some cultures. There might be multicultural students who need a day or so away from class for religious or cultural events. Throughout the course, remind students you are eager to help with their questions, clarify confusion, and smooth out difficulties. Always include yourself in the various activities described. This results in a stronger instructor-student bond.
REMEMBER: The true beauty of a rainbow comes from its various hues—each contributes as strongly as the others, and none can be dismissed as unimportant, for it is this community of colors that is needed for the resulting and satisfying “Oohs” and “Ahs.”
Errol Craig Sull has been teaching online courses for nearly 20 years and has a national reputation in the subject, writing and conducting workshops on distance learning, with national recognition in the field of distance education. He is currently putting the finishing touches on his second online teaching text. Please write him at errolcraigsull@aol.com with your suggestions and comments—he always responds!
