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Learners  \nTeaching 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 areview of the language, learning, and language learning theories and practices for second language teaching, focusing on sociocultural theories and practices.  \nThis article provides an overview of theories, approaches, and practices  \nin teaching children who speak languages other than English in K-12  \nschools 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) .  \nThe education of the nation’s more than 5 million English learners (Goldberg, 2008) depends on the delivery of academically rigorous and linguistically appropriate instruction by their teachers. While the need to provide this type of instruction for all English learners is critical, it is imperative for English learners at the K-12 level. K-12 English learners have the dual urgency to acquire English proficiency while simultaneously mastering the increasingly complex requirements for high school graduation. As such, it limits the review of instructional practices to those that have been most influential in the development of second language teaching as it is practiced today.  \nThe review includes a synthesis of the history of second language teaching with a focus on the relationships between language learning and language teaching. Language teaching methods, along with the learning theories that guide those methods, will help inform the recommendations for effective beginning  \n18 • The CATESOL Journal 22.1 • 2010/2011  \nEnglish as a Second Language instruction at the K-12 level. Perspectives on the impact of reforms such as the role of standards and technology for English learners will also be included. The requisite teacher expertise for the appropriate instruction of K-12 English learners at the beginning levels of English proficiency across the language skills (listening, speaking, reading, and writing) is also highlighted.  \nSecond Language Teaching: Perspectives on Learning and Language Theories  \nThe historical antecedents of contemporary language teaching methods are premised upon notions about human learning. Language teaching is influenced by the fields of linguistics and psychology and, by extension, second language teaching methods are closely related to concepts and theories about the ways in which humans learn in general, along with the ways in which linguists define language. The following sections briefly review theories of learning, followed by theories of language, and their relationship to second language teaching.  \nLearning Theories and Second Language Teaching  \nLearning theories can best be described as conceptual or philosophical orientations about ways that human beings learn. These include behaviorist, cognitive, and sociocultural perspectives (see Table 1). Behavioral learning theory views learning as a response to stimuli in the environment; the learner is a“creature of habit” who can be manipulated, observed, and described (Brown, 1994; Gass & Selinker, 1994","cbCaikcPZSLiCKlq","https://ap.wps.com/l/cbCaikcPZSLiCKlq","pdf",799973,"English","# Second Language Teaching: Perspectives on Learning and Language Theories\n## Learning Theories and Second Language Teaching\n## Learning Theories and Teaching Implications","[{\"question\":\"Why does teaching English learners require more than language theories or methods alone?\",\"answer\":\"Because the educational context is shaped by interconnected factors such as language status, immigration, economics, planning, and policy, which increase complexity beyond theory or method by itself.\"},{\"question\":\"Which learning perspectives are highlighted as guiding second language teaching?\",\"answer\":\"Behaviorist, cognitive, and sociocultural perspectives are used to describe how learning happens and how instruction should be designed.\"},{\"question\":\"What teacher expertise is emphasized for K-12 English learners at beginning proficiency levels?\",\"answer\":\"The document highlights required expertise across language skills—listening, speaking, reading, and writing—to deliver appropriate instruction that supports both English development and high school graduation requirements.\"}]","From Theory to Practice for Teachers of English Learners - Sociocultural Theories and Practices | PDF",1792086015,76]