As the vision in "A Framework for K-12 Science Education" and the Next Generation Science Standards (NGSS) takes hold in schools and classrooms, there is an urgent need for teacher professional development (PD) programs that align with NGSS-designed curriculum materials and address the unique strengths and needs of diverse student…

Research on TESOL materials development has focused primarily on instructional materials for contexts in which students are learning English separate from academic content (e.g., science, mathematics). This research could benefit from expansion given the increasing number of contexts in which students are learning content and English language…

Despite growing numbers of English Learners (ELs) in United States science classrooms and recent science education reforms calling for language and literacy integrated science instruction, research is just beginning to address how to prepare preservice teachers (PSTs) to teach science to ELs. Using a framework highlighting key structural and…

In content and language integrated learning (CLIL) classrooms, it is assumed that non-language content subjects provide more authentic communicative contexts for students to learn a foreign/second/additional language (L2). However, learning abstract concepts and academic language in an L2 simultaneously is also challenging for CLIL students. It is…

Research on Content and Language Integrated Learning (CLIL) programmes has yielded mixed results regarding their impact on students' language learning, drawing attention to the role of CLIL teachers. This study draws on teacher language awareness research to explore secondary subject content teachers' language-related pedagogical practices when…