Too often the dialect of the teacher or the student, or both, creates interferences which hinder the educational process. By being aware of potential problems in pronunciation, lexicon, and syntax, the teacher can explain or avoid language interferences. Furthermore, the teacher can consciously help the student avoid pejorative connotations some dialects have for some people. This handbook, designed to help teachers use workshops to disseminate information about regional and social dialects, is divided into four main parts. The first describes the purpose of the overall organization of the workshops. The second part contains the models, which are based on workshops that have been conducted, for the most part, in Clark County, Nevada, over a two-year period. The selected bibliography, the third part, is organized by collections and anthologies, books and monographs, dictionaries and reference works, recordings, and articles. The final part of the handbook is a directory of persons who have been supplied with lists of potential workshop leaders in their regions. (TO)