The growth of the adult immigrant population in the U.S. necessitates adult English language teachers who can meet the academic needs of diverse learners in the multilingual ESL classroom. The purpose of this interpretivist study is to discover what teaching practices adult non-native English language teachers utilize in the teaching and learning process to instruct all students in the multicultural classroom. Experts in the field of multicultural education argue that teachers with a positive self-identity are better able to appreciate other cultures. Proponents of culturally responsive teaching advocate using cultural knowledge of learners and engaging student learning styles to bolster academic success in the classroom. Using an interpretivist method of inquiry, data analyzed from surveys, interviews, and classroom observations is used in this study to (a) examine how English is taught in a class where the teacher and students share a cultural background, (b) examine how English is taught where the teacher and student do not share a cultural background, and (c) examine what, if any, teaching practices adult non-native English teachers utilize to be culturally sensitive to all students in the class. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]