Fairchild Tropical Botanic Garden

opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the position, policy, or endorsement of the funding agencies. The authors acknowledge the valuable feedback from Jane Sinagub. Science Instruction with English Language Learners 2 The study examined relationships among key domains of science instruction with English language learning (ELL) students based on teachers ’ perceptions of their classroom practices (i.e., what they think they do) and actual classroom practices (i.e., what they are observed doing). The four domains under investigation included: (1) teachers ’ knowledge of science content, (2) teaching practices to support scientific understanding, (3) teaching practices to support scientific inquiry, and (4) teaching practices to support English language development during science instruction. The study involved 38 third grade teachers participating in the first-year implementation of a professional development intervention aimed at improving science and literacy achievement of ELL students in urban elementary schools. Based on teachers ’ self