Abstract
This chapter unpacks a model of pre-service teacher preparation that puts language and literacy instruction (vocabulary, academic talk, reading, and writing) to work in the service of acquiring the dispositions, skills and knowledge of inquiry-based science. Science and language teacher educators developed a model that maximizes the synergy between the science, literacy and language disciplines with the goal of providing pre-service teachers with the pedagogical repertoire needed to amplify language instruction for English Language Learners (ELLs) during science teaching. The model was developed with the understanding that ELLs have to sharpen their language skills while they deepen their understanding of science concepts and processes. Examples are provided of the science, language and literacy integrated activities that pre-service teachers were involved in as well as transcripts of their interactions in both the language and science methods courses that modeled the integrated approach to language and science teaching. Results from two studies offers support for the efficacy of this model to improve pre-service teacher’s beliefs about their integrated pedagogy and the science and language learning of ELLs.
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