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In this issue of Northwest Teacher, you ll read about teachers who are fostering their students English acquisition while taking them boldly into the worlds of math and science. The opening article reviews what researchers and practitioners have learned about English language learners in the math and science classroom. There are rich connections to be made, they say, in the teaching and learning of language, math, and science. In the second article a teacher in the rural town of Royal City, Washington, fires his ESL students scientific imaginations to the point that they re bursting to communicate the discoveries they ve made. They fill their journals and reports with their observations and stand up in class to tell their classmates what they ve learned. In the third, a third-grade classroom in Woodburn, Oregon, thrums with learning and languages this is an integrated class of native English-, Spanish-, and Russian-speaking students. Here, the teacher follows an individualized approach to bilingual education in which language acquisition is tightly woven across the district s challenging core curriculum.
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