As such, it presents a complicated challenge given the fact that it is hard to distinguish what role should an educator play in a place comprising of such many and different believes and values systems. With that respect, this paper intends to set forth an educational plan whose aim is to build awareness as well as practical skills for facilitating cross-cultural communication. In this paper, development of an intercultural communication plan for a classroom with multicultural backgrounds and will focus mainly on a set community in Australia with both visible and invisible cultural backgrounds and most of the learners are thirteen year olds. Demographic description of this community predicts that, the type of diversity that is expectable in the classroom is both visible and invisible (Hinkle, 2001). In invisible diversity or culture, there is a composition of social cultural assumptions and beliefs that most people are unaware thus unable to examine intellectually. Additionally, in invisible diversity, an educator does not always teach in explicit instruction. In this community, there are immigrants, natives, and Australian emigrants who form the background of this community. For an educator, it is always important to be conversant with the backgrounds and lives of the students. This is mainly because, lack of this awareness leads to underdevelopment of the teacher’s compassion and sensitivity for each student (Meyers, 2006). A pragmatic intercultural communication plan for a multicultural classroom will set out a platform where students will learn both invisible and visible cultures in their instruction (Yin, 2003). The educator will teach means of recognizing socially acceptable languages and behaviors. An educator will also teach the learners the relevant time and place for applying or using these behaviors and languages. Studies show that, in a multicultural classroom or in a diverse culture, it is of paramount importance to practice and consider efficient and effective multicultural communication within learning institutions (Meyers, 2006). As a result, promoting communication enhances tolerance, fosters interaction, and improves chances of all students for a better education. Teachers should be conversant with their own skills of communication and be in a position to help students learn effective means of communication. Documented evidence asserts that, English Language Learners in a multicultural classroom are at risk for alienation from the rest of the peers. In addition, they encounter misunderstanding by their educators and can easily lose opportunities if they lack awareness of cultural norms (Wiseman, 2003). With that sense, research on this community finds it worth noting that learners are in need of becoming observers of social cultural norms, pay attention to daily routines, expressions employed in everyday conversations and regard social status of the respective community (Fish, 2007). Afterwards, teachers must make sure that students identify why inhabitants use certain expressions while others are not in numerous situations. Onwards, students should be in a position to use their gained skills and knowledge while communicating with other people (Wilkinson, 2004). It is the duty of an educator to ensure that students learn the appropriate time to employ particular expressions. Researchers emphasize that that students are astute and consistent watchers of people (Meyers, 2006).