Cultural diversity in schools

Cultural diversity in schools can be seen as both an advantage and a problem.
All around the world moving from one place to another has become relatively easy, which means languages travel around the globe with the people who speak them.
This affects the dynamics of teaching languages in schools everywhere.
Teachers worldwide now find themselves facing various challenges when teaching a language to a group of students: due to the vast increases in migrations it can no longer be assumed that each student is fluent in the official language of the country they are in, as well as it can no longer be assumed that each student comes from the same cultural background; teachers have to adapt their teaching methods to this increased cultural diversity amongst their students, a cultural diversity that wasn’t nearly as noticeable, for example, 50 years ago.
There are many things to keep in mind when living with this linguistic diversity, but the essence of it all is this: the teaching of a language must not invade the knowledge of another (or a cultural background) – it should embrace and complement it.
The questions we might ask ourselves concerning the current situation on language diversity in schools are these:
Could it be that this diversity is causing a difficulty when it comes to teaching and learning languages? Do many languages and cultural backgrounds all in one school create confusion, or do they, contrarily, make up for a richer cultural knowledge amongst the students?
These changes in society and the questions that arise from them accentuate the importance of having a common language (English) to be taught everywhere, for communication’s sake, while still valuing the importance of languages around the world as a cultural feature of where it is spoken.