Myths prevail on craft, culture and language, and in multicultural learning environments. In multicultural education teaching, I explored the learning language in craft learning environments and in learning situation the myths’ effects on gender gap. Basic terms and conceptions are 1.) The Ha-La-Cu - method and learning style: language and textile material and color impression (craft) learning in doing, 2.) Reflecting the process, generating interpretations of textile material and color impression (design), producing and processing analysis in textile material and color impression learning and 3.) Multi-scientific and multicultural education, interactive language and craft learning in doing -pedagogy: in craft activity, the analyses contain elements that are challenging learners in an active and innovative dialogue with a cultural awareness process. This is a tool for transcending the prevailing gender gap. Gathering the material, I used the (Ashman & Conway, 1989) classroom integration model, a cognitive verbalizing method; the contextualized notes I made by partial parallel and phased coding. Analogies and associations were linked to the vocabulary, increasing it in a sensitive creative manner. This multicultural pedagogy and didactic, in various contexts, is effectively breaking the gender gap. Keywords: crafts learning in doing, content analysis, gender gap, Ha-La-Cu –method, multicultural learning
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