A practicum aimed to increase the relevancy (to the ethnically diverse students of contemporary classrooms) of the regular high school senior English course in British literature and composition by expanding the curriculum to include selections from countries (other than the United States) influenced by the British Colonial Empire. Using a thematic approach, works were selected to include writers representative of African, Asian, and Hispanic cultures. These additions were enmeshed into the regular canon of British authors. Learning styles and cooperative learning strategies were employed to promote cooperation and understanding within the classroom. The writing component was designed to foster self-exploration through interaction with the literature at a more personal level by means of personal essay, journal, letter, and portfolio writing. Group editing and sharing were encouraged. While the formal implementation period covered only a three-month period, the expanded syllabus covered the year-long course. The practicum outcome was positive, with results of a pre- and post-survey of students showing that each of the four ethnic groups (Asian, Hispanic, Black, and White) gained dramatically in strength of identity with major characters in the expanded British literature curriculum. Results support the perceived need for educators to attend to minority students' need to encounter role models representative of their particular cultures. (Four figures and 11 tables of data are included. Thirty-five references and four appendixes--containing a questionnaire, the surveys, and the course outline--are attached.) (Author/SR)