Innovation in Language Learning

English as a global lingua franca, which possesses intercultural competence, creates a platform for research of topical and pedagogical perspectives on ethnic diversity, cultural sustainability, national unity education, and multicultural education, correspondingly, in the English language classroom. The current paper aims to explore the role of multicultural education in ELT, emphasize culturally responsive pedagogy, provide theory and practical classroom strategies, and discuss regional (Middle East) challenges. Drawing on multicultural education theory and applied linguistics, the paper argues that ELT should not be limited to linguistic proficiency but must also cultivate learners’ awareness of cultural diversity, critical reflection, and global citizenship. The discussion examines curriculum transformation, teacher identity, learner engagement, and community involvement, and concludes with practical classroom strategies for ELT teachers. Based on the scholarly literature, multicultural education is a purposeful development process that fosters citizens for a more democratic society by providing more accurate and comprehensive disciplinary knowledge, as well as enhancing learners’ academic achievement. English language classrooms, serving as a medium of communication among people with diverse cultural and linguistic backgrounds, are inherently multicultural spaces. This reality underscores the need for a pedagogical shift that embraces diversity, challenges monocultural assumptions, and equips learners with skills to interact meaningfully across cultures. Multicultural education provides the framework for such transformation, offering both theoretical and practical strategies for inclusive English language teaching. Accordingly, this article explores the integration of multicultural education within the English language teaching (ELT) context, highlighting how culturally responsive pedagogy contributes to inclusive curriculum design, equitable classroom practices, and the development of intercultural comunicative competence.English as a global lingua franca, which possesses intercultural competence, creates a platform for research of topical and pedagogical perspectives on ethnic diversity, cultural sustainability, national unity education, and multicultural education, correspondingly, in the English language classroom. The current paper aims to explore the role of multicultural education in ELT, emphasize culturally responsive pedagogy, provide theory and practical classroom strategies, and discuss regional (Middle East) challenges. Drawing on multicultural education theory and applied linguistics, the paper argues that ELT should not be limited to linguistic proficiency but must also cultivate learners’ awareness of cultural diversity, critical reflection, and global citizenship. The discussion examines curriculum transformation, teacher identity, learner engagement, and community involvement, and concludes with practical classroom strategies for ELT teachers. Based on the scholarly literature, multicultural education is a purposeful development process that fosters citizens for a more democratic society by providing more accurate and comprehensive disciplinary knowledge, as well as enhancing learners’ academic achievement. English language classrooms, serving as a medium of communication among people with diverse cultural and linguistic backgrounds, are inherently multicultural spaces. This reality underscores the need for a pedagogical shift that embraces diversity, challenges monocultural assumptions, and equips learners with skills to interact meaningfully across cultures. Multicultural education provides the framework for such transformation, offering both theoretical and practical strategies for inclusive English language teaching. Accordingly, this article explores the integration of multicultural education within the English language teaching (ELT) context, highlighting how culturally responsive pedagogy contributes to inclusive curriculum design, equitable classroom practices, and the development of intercultural comunicative competence.