Issues in children's language learning, particularly as it relates to learning English as a Second Language (ESL), are discussed. The book is intended as a practical resource for regular or ESL teachers. The first chapter looks at the processes by which and conditions in which children become bilingual, both at home and in school. The second chapter examines more closely the differences in individual learning styles (including field dependence and independence, brain hemisphere functions, tolerance of ambiguity, reflectivity and impulsiveness) and strategies (direct and indirect, and strategy retraining when necessary). Chapter 3 examines briefly how differences between English and the native language can affect the learning of English, and chapter 4 focuses on helping children with special needs, including communication disorders and semilingualism. The final chapter discusses, in question-and-answer format, considerations in planning language learning programs that are appropriate for most children and flexible enough to adapt for all children. The parameters, benefits, and limitations of four different program options (self-contained classes, pull-out, transitional, and mainstreaming) are charted. A brief bibliography is included. (MSE)