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The flexibility of elementary classroom teachers to teach across subjects makes it possible to develop a rich program of linguistic inquiry in multiple subjects, and such a program can be successfully adapted and implemented by teachers even at the middle and high school levels. We have worked for years to teach scientific inquiry through the domain of language, building on work by Honda ( 1994 ) and Honda, O’Neil, and Pippin ( 2004 , 2010 ). In the process we offer students the tools they need to confront linguistic ideology and prejudice, maybe even before they have directly encountered it. In this chapter, we demonstrate how developing one key topic throughout the year and in multiple domains gives students the opportunity to apply their reasoning to the linguistic phenomena all around them.
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