Teaching English in a Multicultural Classroom 3301-JS2931-1ST
The course format has 3 parts:
Part 1 will comprise a number of topics; each topic will be introduced by a webinar given by an international expert which will be followed in the next week by a practical workshop, facilitated by a faculty member of the Institute of English Studies.
Part 2 will consist of school visits where students can observe multicultural classrooms and inclusion in practice.
Part 3 will involve presenting in a team the learnings from the school visits, linking theory to practice.
* * *
Meeting 1 Webinar: Introduction to the principles of creating the inclusive classroom, identifying barriers, challenges, myths and creating the ethos.
Meeting 2 Workshop: Self-awareness raising activities, feelings around inclusion/exclusion, identifying biases, practical classroom activities to promote the values. Setting of assessment tasks.
Meeting 3 Webinar: What is challenging and distressing behaviour? What are the causes? Behaviour as a communication of need, the impact of stress and trauma, such as displacement, on the brain.
Meeting 4 Workshop: looking at the student point of view, practical tips and exercises to manage yourself to be a regulated adult, using games to create the ethos.
Meeting 5 Webinar: Creating the safe classroom: the link between safety and learning, different types of safety, using language effectively to create safety.
Meeting 6 Workshop: practising techniques and creative activities to develop safety. Case study.
Meeting 7 Webinar: Multi-cultural classrooms: challenges and benefits, use of home languages, celebrations and collaboration.
Meeting 8 Workshop: preparing for school visits and observation tasks.
Meeting 9-13 School visits.
Meeting 14 Learning and feedback from school visits and observations. Links between theory and practice. Group presentations 1/2.
Meeting 15 Group presentations 2/2. Final reflections.
ADDITIONAL REMARKS:
Attendance is obligatory. Three absences are allowed.
The use of artificial intelligence (AI) tools in the classroom is governed by the rules set forth in Resolution No. 16 of the Teaching Council for the programs English Studies, English Studies – Linguistics, and English Studies – Literature and Culture of 9 December 2025.
https://ia.uw.edu.pl/fileadmin/ilustracje/dokumenty/2026/RD_IA_2025_UCHWALA_nr16_narzedzia_AI_nowelizacja_ZAL2_EN.pdf
The governing act is: RESOLUTION No. 98 OF THE UNIVERSITY COUNCIL FOR TEACHING AND LEARNING of 8 December 2023 on the guidelines for the use of artificial intelligence tools in the education process https://dokumenty.uw.edu.pl/dziennik/DURK/Lists/Dziennik/Attachments/134/EN.DURK.2023.98.UURK.98.pdf
The acceptable level of AI use in a given course may be defined on “The AI Assessment Scale”, https://aiassessmentscale.com/
1. No AI
2. AI Planning
3. AI Collaboration
4. Full AI
5. AI Exploration
Course coordinators
Term 2026Z: | Term 2025Z: |
Type of course
Mode
Classroom and field classes
Learning outcomes
Knowledge
The graduate has familiarity with
- (K_W01) advanced terminology, theory and practice corresponding to the state of the art in the discipline of EFL learning and teaching, with specific focus on inclusive multilingual education
- (K_W09) concepts and principles concerning the protection of intellectual property and copyright.
Abilities
The graduate is able to:
- (K_U01) apply advanced terminology and theory, linking it to real-life classroom practice in the discipline of EFL learning and teaching, with specific focus on practical applications of inclusive multilingual pedagogy
- (K_U09) apply the concepts and principles of intellectual property protection and copyright law
Social competences
The graduate is ready to
- (K_K01) critically appraise their knowledge and content obtained from various sources
- (K_K02) recognize the importance of expert knowledge in solving cognitive and practical problems in the EFL classroom, and collaborate with external experts, EFL classroom teachers and peers
Assessment criteria
- course-final presentations (in groups); verification of learning outcomes: W, U, K.
- term paper (a summary of individual learning logs); verification of learning outcomes: W, U, K.
Practical placement
- N. A. -
Bibliography
www.csie.org.uk Centre for Studies on Inclusive Education (CSIE)
Capstick, T. Delaney, M. Language for Resilience report. London. British Council.
Conteh, J (2015) The EAL teaching book: Promoting success for multilingual learners. Sage.
Delaney, M. (2016) Into the classroom: Special Educational Needs. OUP.
Delaney, M (2008) Teaching the Unteachable. Worth Publishing.
Council of Europe (2003) Guide for the development of language education policies in Europe: From linguistic diversity to plurilingual education. Executive version. www.coe.int/lang (language policies).
Hicks, R. Maina, L. (2021) Language for Resilience. A handbook for teachers of refugees. London. British Council.
Mallows, D. (ed) (2012) Innovations in English language teaching for migrants and refugees. London. British Council.
Mallows, D. (ed) (2013) Language issues in migration and integration: Perspectives from teachers and learners. London. British Council.
Mate, G. (2024) The Myth of Normal: Illness, health & healing in a toxic culture. Vermilion.
Ovando, C. Combs, M. (2012) Bilingual and ESL Classrooms. Teaching in Multicultural Contexts. McGraw-Hill.
Perry, B. Szalavitz, M. (2017) The Boy Who Was Raised as a Dog: And Other Stories from a Child Psychiatrist's Notebook – What Traumatized Children Can Teach Us About Loss, Love, and Healing (3rd ed.). Basic Books.
Siegel. D. Payne Bryson, T. (2018) The Yes Brain. Simon and Shuster.
Suthernland, M. (2001) Using storytelling as a Therapeutic Tool with Children. Speechmark Publishing.
Thiederman, S. (2008) Making Diversity Work. Kaplan.
UNICEF (2016) Language education and social cohesion (LESC) Initiative. Malaysia: UNICEF East Asia and Pacific Regional Office.