A "multiple cultural model" of instructional design emphasizes variability and flexibility in the process of designing for multicultural inclusiveness, focusing on the development of learning environments reflecting the multicultural realities of society, include multiple ways of teaching and learning, and promote equity of outcomes. McLoughlin, C. & Oliver propose a social, constructivist approach to the design of culturally-sensitive CSCL environments which emphasizes flexibility with regard to specific learning tasks, tools, roles, responsibilities, communication strategies, social interactions, learning goals and modes of assessment . Constructivist instructional design approaches such as R2D2 which emphasize reflexive, recursive, participatory design of learning experiences may be employed in developing CSCL which authentically engages learners from diverse linguistic and cultural backgrounds.