This booklet of individual handouts was prepared to assist Minneapolis mainstream school teachers to work with limited-English-proficient (LEP) students. Topics discussed include current research on how LEP students best learn in mainstream classes, social versus academic English, and adapting instructional procedures for and integrating LEP students into the regular classroom. Classroom management models are presented as well as recommendations for parent/family involvement meetings, especially for students from Cambodia and Laos. Asian cultural values are reviewed, and self-concept builders for the students are suggested, including what a second language learner may bring into the classroom in terms of cultural differences, nonverbal communication; and interpersonal skills. (NAV)