For over two decades, there has been increasing concern regarding the science learning of disadvantaged students such as indigenous or disabled students. The academic achievement of students with hearing impairment has been seen as relatively low. This low achievement has been mainly due to students' poor literal ability and not because of their low intellectual ability. Interactive experiences and the repeated use of previously learned terms have been suggested as being important to improve their literacy. In addition, it is well recognized that for all students to experience success in science education, literacy needs to be considered as a crucial factor when setting educational goals among students with limited language proficiency. This study presents a strategy for teaching science to students with limited language proficiency based on a teaching strategy which deliberately focuses on written expression in the context of hands-on scientific activities. The influence of this teaching strategy upon hearing impaired students' language proficiency and inquiry skills was also examined. Results revealed the students' language proficiency was enhanced in terms of fluency of expression, and their inquiry skills were also improved as compared to the students in a control group among whom the teaching strategy was not used. These results demonstrated that this teaching strategy which focuses on students' written expression and inquiry skills through scientific activity can improve the literacy of students with limited language proficiency as well as increase their learning success in science.