In Nashville, Tennessee, there are children representing 24 different non-English language groups. Teachers involved with planning instruction for and teaching such language minority children should consider not only the language differences, but also the cultural differences since many foreign students are from cultures very different from the American mainstream. While teachers need to learn about the students' culture, children should be developing oral English first. An adaptation of the language experience approach may be helpful. A directed reading activity procedure is useful with a basal approach since many concepts and grammatical patterns in basals are rather difficult and will need explaining. A decoding approach to reading instruction for nonnative speaking children is not recommended initially. A survival reading curriculum is important since the child will need to read many out-of-school materials. When evaluating oral reading the teacher must be careful not to confuse native language interferences with decoding errors. Reading to children and having them listen to stories on tape are useful in helping these children learn English intonation patterns. Suggestions from a group of English as a second language teachers in Nashville include many of the above, with cautions that slower pacing and overteaching are required. (MKM)