This paper examines a didactic model of teaching-learning which underlies the approach of many teachers and linguists, and proposes an organic interaction model, which recognizes children's individual needs and characteristics, instead. Problems in interpreting test results in areas of primary or oral language and in the secondary language skills of reading and writing are examined, with particular reference to aboriginal children learning English as a second language. Ethnocentric attitudes on the part of the teacher are opposed to the need for increased understanding of the characteristics of learners, children in general, particular cultural groups, and individual children. Consideration is given to recognition of developmental patterns observed among children and accomodation of such sequences in planning programs by teachers and linguists. Finally, some examples of an organic interaction model of teaching-learning in operation are provided. (Author/AM)