A discussion of English-as-a-Second-Language teaching techniques and approaches for young children focuses on principles found to contribute to successful program development. First, characteristics of successful language immersion programs are outlined: parental involvement and support; students who are members of a majority group; positive attitudes toward the target language and culture; and optional participation. Additional principles of second language program design are then enumerated, including: a natural setting in which language can be used in a meaningful way; positive attitudes about the first language and culture; minimal code-switching; supportive home and school environments and adequate home language development; and attainment of a threshold level of linguistic competence in both languages. This implies that teachers provide broad exposure to the target language but allow response in the first language, emphasize spoken language in the early grades, allow experimentation with language, and include parents in language program planning and implementation. Teaching techniques should promote substantial student initiation of communication, and may incorporate role-playing and dramatization, literature, theme-based lessons and problem-solving, and discovery. Contains 13 references. (MSE)