This guide to improving cross-cultural communication is the second part of a four-part series addressing the essential characteristics of effective instruction that have a positive impact on the academic achievement of Black and Hispanic students. Since schools tend to reflect the norms and values of the majority culture, cultural misunderstandings often have a negative effect on a minority student's academic performance. The following topics are discussed: (1) cultural diversity and cross-cultural communication issues in schools; (2) discovering the characteristics of other cultures; (3) cultural differences in discourse; (4) using cross-cultural communication to improve interpersonal relationships; (5) teaching standard English to speakers of nonstandard English dialects, including implementation of Standard English as a Second Dialect (SESD) programs; (6) cultural bias in tests and assessment procedures; and (7) the effect of cultural and communicative incongruities on discipline. The following tables are included: (1) a quiz about culture, communication, and language; (2) questions to ask about culture; (3) varieties of nonstandard American English; (4) communication contrasts among some African Americans and some Anglo Americans; (5) classroom problems arising from culture and communication conflicts; and (6) sources of bias in tests and testing procedures. The following materials are appended: (1) an abstract of the philosophy and assumptions of the Richmond (California) Standard English Program; (2) the attributes of field-independent and field-dependent cognitive styles; (3) information sources on SESD programs; and (4) a 34-item bibliography. (FMW)