More than five million U.S. students are English language learners (ELLs), or 57% more than a decade ago. If that growth continues, sooner or later, all teachers will teach ELLs. But many teachers are unprepared for this challenge. They might presume that "good teaching" helps ELLs learn content (de Jong and Harper 2008) or that an English-only environment accelerates ELLs' acquisition of academic English and content in science classes. In reality, many ELLs, without instructional support, may sink rather than swim in the language stream. Despite the authors' support of inquiry-based instruction, they realize that teachers devote most class time to other activities, including lectures and discussions. This article shows how teachers can use common instructional methods to ensure that students, including ELLs, understand the language of science, construct new concepts, and simultaneously develop academic English abilities. (Contains 2 figures.)