ABSTRACT
Outdated pedagogical approaches encrusted in higher education are increasingly disconnected from the learning needs of today’s international and other culturally and linguistically diverse (CLD) students. A culturally inclusive classroom community that better suits incoming CLD students requires Faculty to understand the impact of culture upon learning, respect different knowledge bases and perspectives, and involve students in the educational process. One approach is a more linguistically inclusive pedagogy that creates a more language-accessible environment. Classroom participation in the interactive classroom can be intimidating and unfamiliar to new international students. Faculty can foster cross-cultural interaction in group assignments and support all class members in becoming more active, engaged participants. Differentiated instruction and assessment are effective approaches for students from many different backgrounds. Assumed cultural references and US examples need to be explained for their relevance. Overall, the chapter advocates a new pedagogical paradigm that benefits all students and recommends that universities offer Faculty professional development opportunities to enlarge the international scope of the curriculum.
