This paper presents the Institute for Inquiry’s® approach to professional development that supports teachers in the integration of inquiry-based science and English language development. It illuminates underlying principles and features of our professional learning experiences, and discusses their design and implementation as part of a collaborative project with the Sonoma Valley Unified School District.

The Institute for Inquiry’s work is based on the premise that inquiry-based approaches to science require increased communication and sophisticated uses of language, thereby engaging students in linguistic work that can support their English language development. All students—particularly English language learners and others with limited literacy development—encounter language and literacy challenges and opportunities as they engage in doing science. New models for professional development are needed to help teachers respond to these challenges and opportunities and provide the necessary supports that promote students’ science learning and language development.

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