This instructional guide is designed to assist those teaching intensive English-as-a-second-language (ESL) courses geared toward Indochinese refugees. It offers suggestions for making culturally sensitive and responsive decisions while providing basic cultural orientation and second language instruction to refugees. The first part of the guide presents teaching implications as they relate to various assumptions about learning in general and also learning a new language and a new culture. The second part of the guide describes a series of teaching practices that have been identified as being effective both in preparing to teach and in actual teaching. (MN)