A review of recent literature on the whole language approach to second language teaching focuses on the value of the approach for English-as-a-Second-Language (ESL) learning. It examines research and theory dating back to 1977 on various aspects of the first- and second-language learning environment and process in children. Based on this review, it is concluded that all elements that support and reinforce second language learning are reflected in the whole language classroom in which learners are constantly talking and negotiating with both peers and adults, learning as they engage in authentic social interaction through context-rich language activities. Contains 34 references. (MSE)