Teaching in Multicultural and Multilingual Classes: Implications and Tools for Teachers in the Current Superdiverse World

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Introduction 
Within the current superdiverse world, negotiating diversity (multiculturality, 
multiethnicity, and multilingualism) represents a fundamental challenge (Crul et 
al., 2023; Goldtein, 2015; Meissner et al., 2023). The increasing globalization of 
economies, rapid technological advancements, increased mobility, and greater 
number of exchanges between different cultures, have all contributed to the 
emergence of a varied and changing social landscape (Vora et al., 2019).  
Within this portrait, research has underlined the significant role played by 
the education system for building more inclusive societies by actively supporting 
social integration for students and their families (European Commission [EC], 
2020). However, this has resulted in crucial challenges for school professionals, 
who are now required to be appropriately trained in order to engage in culturally 
diverse educational practices (EC, 2017).  
Teachers, in particular, are demanded to achieve new high standards in 
classroom management, promoting high-quality learning outcomes, adopting 
original teaching practices (i.e., multicultural curricula, cultural awareness 
programs, language support initiatives), and fostering mutual understanding, 
respect, and integration of migrant and minority students (Alismail, 2016; Ben-
Peretz, 2001; EC, 2017; Kunemund et al., 2020; Premier & Parr, 2019).  
Therefore, the present work will focus on research targeting these changes 
and challenges, and aims to emphasise the role of teachers as key agents in enacting 
inclusive education policies and improving educational outcomes for students. This 
will be achieved by first acknowledging/understanding the main dynamics and 
processes underpinning intercultural interactions, along with teacher/student 
individual characteristics influencing students’ achievement and wellbeing. This is 
important to develop effective strategies to support students from diverse 
backgrounds.  
Specifically, the first chapter aims to provide an overview of the changes 
and challenges featuring today’s superdiverse world, starting with a general 
overview of society (I.2), and then delving into the impact of these societal changes 
in the educational context (I.3). We will then examine the key role played by
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teachers in such a multicultural, multiethnic, and multilingual educational context 
(I.4). 
Afterwards, the second chapter will summarize the main individual 
characteristics of students that teachers need to acknowledge and understand, as 
they are recognized as significantly impacting students’ learning/second language 
learning acquisition, along with individual, relational, and social wellbeing. 
Specifically, students’ individual characteristics such as cultural identity and 
acculturation strategies will be explained first, as teachers — particularly those 
working in L2 classes — need to acknowledge these dimensions (II.2). Then, 
beyond the specificities of multicultural/multiethnic/multilingual classes, and 
following the review elaborated by Ellis (2003), the chapter will summarize the 
impact of students’ abilities, propensities, beliefs, and actions in fostering or, 
conversely, hindering learning/second learning acquisition (II.3).  
Finally, the third chapter will provide information on tailored and practical 
tools designed to support teachers in acting in, and adjusting to, multicultural, 
multiethnic, and multilingual classes. We will start the overview with the 
NegMOOC (III.2), an online course fostering cooperation, creativity, effective 
communication, and negotiation skills in educational contexts. Then, we will 
broaden the topic with an outline of serious games and one example of such a tool, 
namely Mingoville (III.3). Lastly, we will describe the ACCORD MOOC (III.4), an 
online course developed specifically to train educators, teachers, and school 
professionals to handle diversity and deal with conflicts that can occur in 
classrooms (Dell’Aquila et al., 2023). The strengths and limitations of the available 
digital tools for supporting teachers will be briefly discussed at the end of the 
chapter. 
In summary, this work tries to shed light on the complexities of a 
superdiverse society and its impact on the educational environment — with all the 
challenges it brings — and how, by recognizing these new difficulties and seizing 
the opportunities they present, teachers can play an important role in fostering an 
inclusive and supportive learning environment for all students.
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I. CHAPTER 
A SUPERDIVERSE WORLD: 
CHALLENGES FOR THE SCHOOL CONTEXT 
 
 
I.1. Preface 
Nowadays, the increasing globalization and population mobility have led to the 
emergence of a superdiverse society, featured by a complex mosaic of ethnic, 
cultural, and linguistic diversity within a single community (UNESCO, 2018). The 
presence of such a diverse population poses several opportunities (e.g., increasing 
flexibility, the possibility of reflecting on different perspectives/points of view, 
exchanging multiple and unique inputs, and developing critical thinking) as well as 
challenges for people (e.g., increasing the chance to deal with misunderstanding, 
intercultural conflicts, and discrimination). 
Within this portrait, the educational context is demanded to play a crucial 
role in fostering awareness of diversity, preventing prejudices, discrimination, and 
segregation, and promoting equal opportunities and inclusion of students from 
different backgrounds (UNESCO, 2018).  
Therefore, the following chapter aims to discuss some of the main issues 
that may arise in the context of multicultural and multilingual schools, starting by 
describing the current multicultural society (I.2), then focusing on the opportunities 
and challenges within the school context (I.3), and, finally, clarifying the pivotal 
role played by teachers (I.4).
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I.2. Multicultural, Multiethnic and Multilingual Society: A Rapidly Evolving 
World 
A superdiverse society represents a type of society characterized by an 
exceptionally high degree of diversity in terms of ethnicity, culture, religion, and 
language within a given population. This type of society has emerged as a result of 
globalization, international migration, and increased cultural diversity (Council of 
Europe, 2012; Phillimore et al., 2019; Vertovec, 2007)
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. 
- Multiculturalism usually involves a positive evaluation of cultural diversity and 
refers to situations in which individuals who hold “different” customs, traditions, 
habits, languages and/or religions live alongside each other in the same social space 
(Colombo, 2015). 
- Multiethnicity represents the coexistence of multiple ethnic groups who maintain 
distinction (Goldtstein, 2015). Nevertheless, it can also be used to refer to people 
with multiple ancestries (biethnic/biracial, mixed ethnic/mixed racial, and 
interracial) (Phinney & Alipuria, 1996). 
- Multilingualism refers to either the language use or the language situation in an 
entire nation/society. It can also be used to describe individuals who possess 
competencies/are able to use more than one language (Clyne, 2017). 
 
Within multicultural, multi-ethnic, and multilingual societies, individuals 
navigate between multiple backgrounds and perspectives, resulting in the 
development of unique identities that reflect their unique experiences (West, 2017). 
Indeed, it is important to acknowledge that not all individuals have the same 
experience. While some people embrace diversity/their diverse identities and feel 
comfortable with their cultural heritage, some may face pressures to conform or 
distance themselves from their cultural groups, particularly if they have lower 
 
1
 Undoubtedly, this is a phenomenon that mostly affects high-income countries, as they are still the 
most impacted by migration flows (Officer of the Inspector General [OIG], 2022).
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power or status or visibly different ethnic ancestry from the mainstream. 
Additionally, more generally, individuals may have different reactions to living in 
a multicultural world, with some of them embracing and finding comfort in its 
diversity, while some others may prefer a more homogeneous society and feel 
uneasy in the presence of multiple cultures. 
Contact Theory is a valuable framework for understanding intergroup 
dynamics in a multicultural/multiethnic/multilingual society (Allport, 1954; 1958). 
Developed by Allport (1954), Contact Theory suggests that direct and positive 
interactions between members of different ethnic groups can reduce prejudice and 
foster harmonious relations. In the context of a diverse society, Contact Theory 
found that stereotypes and prejudices can be addressed through increased contact 
and engagement between individuals from different ethnic backgrounds. 
However, Allport (1958) argued that for contact to be effective in reducing 
prejudice, it should occur under specific circumstances: 
 
[…] [G]iven a population of ordinary people, with a normal degree of 
prejudice, we are safe in making the following general prediction […]: 
Prejudice (unless deeply rooted in the character structure of the individual) 
may be reduced by equal status contact between majority and minority 
groups in the pursuit of common goals. The effect is greatly enhanced if this 
contact is sanctioned by institutional supports (i.e., by law, custom or local 
atmosphere), and provided it is of a sort that leads to the perception of 
common interests and common humanity between members of the two 
groups. (p. 281) 
 
We can identify and further explicit these four circumstances as recognized 
by Allport (1958): 
1. Equal status: Contact between groups should occur on an equal footing, 
where neither group holds a position of superiority or inferiority, to help 
diminishing power differentials that can contribute to prejudice.
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2. Common goals: Contact should involve cooperation towards a shared 
goal that requires mutual interdependence. When groups work together 
towards a common objective, it fosters positive intergroup attitudes and 
reduces hostility
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. 
3. Institutional supports: Contact is more effective when it is supported 
and endorsed by respected authorities, as it signals the importance of 
reducing prejudice and creates a supportive environment. 
4. Intergroup cooperation: Clearly, interactions should involve 
cooperative activities where individuals from different groups 
collaborate rather than compete against each other. 
 
Over time, subsequent research has expanded on Allport's framework and 
provided further insights into the mechanisms behind Contact Theory. 
Dovidio et al. (2003) further analysed Contact Theory, highlighting 
prerequisites, conditions, and mediating mechanisms featuring the processes of 
intergroup contacts. Figure 1 summarizes the development of Contact Theory by 
Dovidio et al. (2003): 
 
 
2
 About shared common goals, see pages 276-278 of Allport, 1958, where he illustrates a study 
concerning “Attitudes of White Soldiers toward Association with Negro Soldiers as Related to Their 
Contact Experience in Combat” (p. 277).