As part of our professional development intervention, this study examined third-grade ELL students' writing achievement that included "form" (i.e., conventions, organization, and style/voice) and "content" (i.e., specific knowledge and understanding of science) in expository science writing. The study included six treatment schools from a large…

This study explores the role that language plays in the academic and social transition of Haitian children and parents to urban U.S. schools across multiple school settings, demographic groups, and languages. Semistructured individual interviews and focus groups were conducted with groups of 12 Haitian American teachers, 12 Haitian parents of…

Three studies examining the interrelationship of science, language, and cognitive strategies involved limited-English-speaking and mainstream fourth-grade students and culturally congruent teachers. Findings indicate that integrating science inquiry with literacy development required an explicit-to-inquiry continuum for promoting science inquiry,…

School efforts to promote science learning were examined at two ethnically and linguistically diverse elementary schools (one urban and one suburban). The schools differed considerably with regard to students' prior knowledge and background, teacher and administrator attitudes toward science education and toward the capabilities of students with…