1. Introduction – Teaching science to emergent bilingual learners: Research and practice at the intersection of science and language learning Cory A. Buxton & Martha Allexsaht-Snider Part 1: P-SELL: Promoting Science among English Language Learners 2. Promoting Science among English Language Learners (P-SELL) Model: Curricular and Professional Development Intervention in Elementary Science Instruction with a Focus on English Language Learners Okhee Lee, Corey O'Connor & Alison Haas 3. Promoting Science among English Language Learners (P-SELL) Research and Evaluation: Measures and Outcomes with Students and Teachers Jaime Maerten-Rivera, Lorena Llosa & Okhee Lee 4. Promoting Science among English Language Learners: Challenges in implementing and evaluating the impact of a large-scale intervention Lorena Llosa, Jaime Maerten-Rivera & Christopher Van Booven Part 2: LISELL-B: Language-rich Inquiry Science with English Language Learners through Biotechnology 5. Reassembling science teacher-educator professional learning in the LISELL-B project Cory A. Buxton, Martha Allexsaht-Snider, Regina Suriel, Shakhnoza Kayumova, Elif Karsli, & Rouhollah Aghasaleh 6. Using teacher logs to study project enactment and support professional learning in the LISELL-B project Linda Caswell, Gabe Schwartz, Daphne Minner, Martha Allexsaht-Snider & Cory A. Buxton 7. The Value of Theory and Practice in the Context of the LISELL-B Project: Examples of Plug-Ins Shakhnoza Kayumova, Rouhollah Aghasaleh & Max Vazquez Part 3: ESTELL: Effective Science Teaching for English Language Learners 8. Promoting English Language Learner Pedagogy in Science with Elementary School Teachers: The ESTELL Model of Pre-service Teacher Education Trish Stoddart 9. Capturing Pre-Service Teachers’ Enactment of Amplified Science Instruction for English Language Learners Marco Bravo, Jorge Solís & Eduardo Mosqueda 10. Capitalizing on the Synergistic Possibilities between Language, Culture, and Science Jorge Solís, Marco Bravo & Eduardo Mosqueda Conclusions 11. Crosscutting findings and recommendations for research and practice in teaching science with emergent bilingual learners Martha Allexsaht-Snider, Cory A. Buxton, Yainitza Hernandez Rodriguez, Lourdes Cardozo-Gaibisso, Allan Cohen & Zhenqui Lu
