This review of research considers how best to teach English-language learners. A realistic appraisal of the empirical database indicates that research findings have failed to provide answers to questions about the importance of native language instruction and the best age and best methods for introducing academic instruction in English. The review suggests that good bilingual programs anchor curriculum goals to vocabulary development, and develop teachers' awareness and provide them with resources to allow the use of visual aids in their instruction. Good bilingual programs also use small-group cooperative learning and peer tutoring to enhance learning. They develop the skills of bilingual teachers to use students' native language strategically to reinforce academic content learning, and they use ongoing research as a resource for staff development. The review concludes that it is beneficial to use students' native language, but it should be done in a strategic manner. There is virtually no research to support the position that proficiency in a student's native language is needed before full-time instruction in English can be provided. (Contains 53 references.) (SLD)