Teaching and learning English in the US are complex processes that
are not explained by language theories or methods alone. Concepts
such as the relationship between language majority groups and language
minority groups, language status, immigration, economics,
language planning, and policies add to the complexity of languagelearning
situations. Effective teachers for the more than 5 million
English learners (ELs) in kindergarten through 12th grades require
unique knowledge, skills, and dispositions. This article provides a
review of the language, learning, and language learning theories
and practices for second language teaching, focusing on sociocultural
theories and practices.

This article provides an overview of theories, approaches, and practices
in teaching children who speak languages other than English in K-12
schools in the US. Building from a synthesis of the literature on teaching
English as a second language, I conclude by noting the pedagogical knowledge
and skills teachers in K-12 settings must have to appropriately meet the needs
of this growing population. An additive and culturally responsive approach is
taken in addressing the educational needs of English learners (ELs), namely
that using children’s languages and cultural backgrounds should be viewed as
resources in helping them succeed academically (Kloss, 1998).

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