“…However, academic language is frequently information-dense, abstract, and technical (Huerta et al, 2016;Lara-Alecio et al, 2018), and teachers may lack the knowledge or capacity integrating robust language-based activities in the science classroom (Lee, 2005;Rubini et al, 2018). Science teachers are required to understand and learn how to construct a learning environment for students to acquire science-specific vocabulary for meaning-making, further to learning science core ideas, concepts and practices (Buxton & Caswell, 2020;Greenleaf et al, 2011;Irby et al, 2018;.…”