This primer describes the comprehensive nature of the role of the public school teacher working directly with children from non-English-language backgrounds. Intended primarily for less experienced teachers of English as a Second Language (ESL), it may be useful to aides, tutors, administrators, counselors, health professionals, mainstream teachers, and others having contact with this population. The first chapter discusses ESL program design and objectives, including such issues as curriculum, scheduling, and location. The second chapter looks at both common and diverse characteristics of limited-English-speaking students, and parental attitudes about schooling. Chapter 3 treats ESL student life outside the school and at home, including relationships with English-speaking children, adjustment problems, and differences in the needs of immigrant and exchange students. Aspects of the relationship between ESL student, English-speaking peers, and school are examined in the fourth chapter, and the family's role in the students' education is discussed in the fifth. Chapters 6, 7, 8, and 9 deal with the relationship of the ESL teacher with the mainstream teacher, the administration, nurses and guidance counselors, and immigrant sponsors. In the final chapter, frustrations and rewards of ESL teaching are addressed. A brief bibliography and sample parent's handbook are appended. (MSE)