Problems encountered in teaching English as a second language to Navaho children are primarily due to inadequate teacher education. The teacher needs a genuine understanding of what is going on, what he is doing, and why he is doing it; he must have as much knowledge as possible of the pupils with whom he works. Too often English as a second language is taught in a vacuum and is generally taken to mean the choral repetition of rather colorless sentences which have little relationship to specific learning needs of Navaho children but which are somehow believed to reflect the "structure" of the language. Teacher training must be improved so that teachers may develop sufficient understanding of the English language and of language instruction methodology. Appropriate materials in a sequential relationship must be developed, and teachers must be given freedom to use common sense in relating the materials to the current needs of the pupils. A bibliography is included. (Author/VM)