It is well accepted that vocabulary knowledge plays a crucial role in children’s language, literacy, and academic performance. Therefore, its pedagogy and methods of proper instruction are important issues to address in English education at primary school level. Vocabulary knowledge is a multifaceted construct, consisting of both breadth (i.e., how many words a child knows) and depth (i.e., the comprehensiveness of their understanding) aspects. In this chapter, we will review findings in literature on primary school students’ English vocabulary learning and teaching, to investigate the theoretical frameworks the studies adopted and the efficacy of interventions in promoting the vocabulary development of bilingual children. Teaching approaches will be synthesized, and the latest interventions (e.g., pedagogical translanguaging) will also be reviewed.