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In science, language denotes the relationship among ideas (e.g., cause/effect; instance/generalization; individual/group member), with features that are often subtle and abstract. Such features of science language make school science difficult for all students. Yet these features complicate matters even more for English language learners (ELLs), who have the added burden of a home language different from English. However, some educators assume that learning English is a prerequisite for learning subject matter like science. Given that it could take 4—10 years to become proficient in academic English (Thomas and Collier 2002), waiting to teach them science is misguided. This month’s Perspectives column provides some effective strategies in helping ELLs to develop the language of school science.