This ethnographic study explores teacher experiences with vocabulary instruction, specifically as it relates to oral language-use and literacy practices. Utilizing an integrated compilation of cognitive, socio-cultural and poststructural theory, this study looks at teacher perspectives in relation to their experiences with language and literacy practices in classroom settings. Conflicting ideologies related to the positioning of teachers as either practitioners or researchers, revealed a sequence of inquiry that holds potential to place practicing teachers at the heart of future ideological transformation. Ethnographic fieldnotes, classroom observations and focused inquiry group meetings combine to create a detailed portrait of a cycle of inquiry resulting in revised language and literacy practices within a linguistically diverse social context.