Part OneIntroduction and RationaleI chose this specialization mainly because my current LTE requires me to teach multilingual classes. In the foreseeable future, this situation will not change. I have taught in both multilingual and monolingual classrooms, but I spend the majority of my time in a multilingual classroom. I noticed some differences in the class, but I also noticed some similarities and think I should learn more. i.e. what aspects of different classrooms can be transferred? Do I need to make sure that certain methods are always used in one but not the other? What can I do for my group of learners with this knowledge? Findings and Research The scope of this exercise is limited to teaching English as a second language (TESOL), i.e. teaching in English-speaking countries (especially the United Kingdom) for students whose first language is other than English. The first thing I noticed when reading this topic was the lack of specialist material on the subject. Tricia Hedge makes brief reference to “multicultural” classrooms and one reference to “multilingual” classrooms, then only to talk about a possible diagnostic method to highlight learner problems (Hedge, 2000 p270). So I tried to glean ideas and advice from various sources where possible. The scarcity of material has another consequence; Multilingual classrooms are often only mentioned as part of a broader discussion about the “problems” faced by teachers and learners. Many sources rely on research on monolingual groups (Hedge, Skehan, Lightbown et al.). Problems Many L1 problems that arise with monolingual groups will occur in any group containing that L1, simply because a problem arises in a monolingual group. that doesn't mean it will be n...... middle of paper ......continues /l/ /r/ /θ/ /ð/ /w/ 35, 34,21,5. 23 Saudi/Arabic M confident speaker, often inaccurate IELTS grammar, spelling looking for a “magic wand” 25,24,32,6. 32 Turkey/Turkish F good systems, good writing personal/business development lack of speaking confidence, pronunciation problems especially /w/ and combinations with it. 24,21,277. 36 Korea/Korean F very good writing, good spelling and good grammar confident speaker pronunciation problems /l/ /r/ /θ/ /ð/ /w/ 27, ,21,248. 19 Japan/Japanese F good vocabulary, personal development Grammar, very Japanese pronunciation 27, 22,239. 39 Switzerland/Swiss German F very good vocabulary, personal development hesitant speaker lacks confidence 24,27,2110. 31 Saudi/Arab M confident speaker, vocabulary often imprecise and good. IELTS lacks formal grammar above A1A/2, fossilized “rules”” 25,24,32,