The handbook is directed to teachers of economically and culturally deprived, Spanish-speaking migrant pupils having a limited command or a complete lack of English. Several suggestions are given for providing a wide range of opportunities for meaningful oral communication as a means of overcoming this obstacle and promoting the use of standard English. Among the suggested activities are the use of real and vicarious activities, reading aloud, art and music activities, and health and physical education activities. Techniques are presented for using these activities to develop social growth as well as reading and/or self concept. Methods of correcting special learning problems and the problems of school placement of the migrant child are recommended. Briefly treated are the advantages of having teacher aides and characteristics of persons best equipped to work as aides. Emphasis is placed on involving Mexican American parents by home visitation. Short bibliographies are provided. (CM)