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Choose Your Language
Who We Are
Press Releases & Public Statements
About Us
Board
Faces of Spring
Donors & Partners
Staff
What We Do
English Classes & Career Pathways
Advocacy
Colorado Welcome Back
Colorado Works for International Physicians (CO-WIP)
Cultural Resource Navigation
Early Childhood Education: HIPPY Home Visiting
Youth Programs
The Interpreter Network
Interpretation
Translation
Trainings for Interpreters or Service Providers
News & Resources
Annual Reports
Resources & Public Statements
News About Spring Institute
Trainings
Bridging the Gap for Medical Interpreters
Bridging the Gap in Mental Health Interpreting
Overcoming Barriers for Service Providers
The Missing Link for Interpreters / Multilingual Service Providers
Explore All Trainings
English Classes
Connect
Contact Us
For Media
Jobs
Volunteer Roles
Get Our Newsletter
Support Us
Events & Upcoming Opportunities
2026 Spring Intercultural Champion Awards
Classes & Trainings
English Classes
Interpreter & Service Provider Trainings
Donate
ESL Resources
Please click on a title below to download a PDF version of the document.
ABC's for Tutors: 26 Teaching Tips
Advancing Teacher Development in Colorado Refugee Education Programs
Bantu in Our Midst
Beyond Citizenship: True Stories for Civics Class
Cultural Adjustment, Mental Health, and ESL
ESL Learners in the Workplace
Guidelines for Teachers
Hmong in Our Midst
How Long Does it Take to Learn a Second Language
Lessons for English Language Learners on the Benefits of Seat Belt and Child Safety Seat Usage
Listening Skills in the Workplace
Mental Health of Refugee Children
Need for Increased Integration of Technology and Digital Skills in the Literacy Field in Canada
Refugee Children with Low Literacy Skills or Interrupted Education
SCANS Plans: Integrating Language, Employment, and Culture in the ESL Classroom
SCANS Plans Portfolio
Skype for Literacy and Language Learning
Somali Youth Report
Tips for Teachers During Times of Trauma
Total Physical Response (TPR)
Twitter for Teachers
What Non-Readers or Beginning Readers Need to Know
Working with Preliterate and Non-Literate Learners