This paper argues that multicultural education highlighting minority or ethnic groups in both English classes and other classes cannot be isolated from the curriculum as a whole. The underlying impetus behind the institution of multicultural education is the emphasis of cultural pluralism and of working toward a society where all people can live harmoniously in an atmosphere of mutual respect. This cannot be accomplished if minority students are the only ones receiving multicultural education or if multicultural education is separated from the study of English. Theorists such as Gagne and Bloom, who have developed hierarchies of learning, can provide useful models for structuring multicultural material into sequences which facilitate congitive learning and help students develop their own identity. The work of Erikson, Ausubel, Rogers, Rath, Torrance and Bruner can also be helpful in establishing methods of teaching multicultural education in English classes. (TS)