ABSTRACT
In this chapter, we make visible how Beth (first author), a bilingual elementary grade teacher, developed a culture of inquiry with her linguistically, culturally, socially, and academically diverse students (10- to 11-year-olds). We share four principles of practice that guided the teacher in engaging students in being co-ethnographers with her and the external research team. We describe ways in which she supported her students in extending their communicative repertoires (spoken and written), and in deepening their understandings of inquiry processes and practices as they learned how to think and inquire as mathematicians, social scientists, artists, authors, and community members. By sharing these guiding principles, we hope to support teachers interested in “deeper learning” in developing a culture of inquiry with students.
