By discussing commonly held myths and misconceptions about second language learning, this discussion attempts to clarify a number of important issues concerning the ease and rapidity with which children learn a second language, the optimal age at which to begin second language instruction, the importance of the extent of exposure to the second language, the relationship between oral communication skills and academic language skills, and cultural and individual differences in language learning styles. Each myth presented is followed by a discussion of related research on second language learning and its implications for classroom teachers. Specific attention focuses on the importance of teachers of minority language students understanding that second language learning by school-aged children is a longer, more complex process than most have been led to believe. A 27-item bibliography is included. (MSE)