In this article, we report on a teacher-researcher collaboration that emerged from a large study on literacy strategies for diverse classrooms. Using the example of one Year 9 class of ten English as an Additional Language (EAL) students, we trialled language-focussed materials on the topic of Ecosystems as an alternative or adjunct to the mainstream science textbook. We argue that many students' vocabulary and comprehension are too limited to access mainstream textbooks, or follow teacher-centred explanations. The project presented here required students to work through language-focussed content activities at their own pace to support their effective participation in interactive classroom activities. Findings showed a strong degree of student approval of the materials, but also some unexpected anomalies. The pedagogical implications of using this approach, along with its benefits and challenges are identified.