Three essays focus on integrating subject matter and the English used to communicate it as a technique for teaching limited-English-proficient students. "Integrating Language and Mathematics Learning," by Theresa Corasaniti Dale and Gilberto J. Cuevas, discusses the vocabulary, syntax, semantics, and discourse features of mathematics; the role of language learning in mathematics, including the relationship of language proficiency and mathematics achievement and the phenomenon of mathematical thinking; learning mathematics through a second language and a second language through mathematics; specific instructional strategies for integrating the two; mathematics-based strategies for the English-as-a-second-language (ESL) classroom; and developing problem-solving activities to promote second language learning. "ESL and Science Learning," by Carolyn Kessler and Mary Ellen Quinn, examines the relationship between science processes and language; the ethnoscientific perspective and language; language acquisition processes in science contexts; and adapting materials for science and ESL development. "ESL and Social Studies Instruction," by Melissa King, Barbara Fagan, Terry Bratt, and Rod Baer, discusses why social studies is or should be a component of ESL instruction; aspects of curriculum development and program design; staff development and teacher training issues; and effective teaching strategies. Model elementary and secondary social studies lessons are included. A 13-page reference list is provided. (MSE)