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The report describes briefly two foundation-funded inservice training institutes for middle school teachers in Los Angeles (California) who have limited-English-speaking students in their classes. The first was designed to: (1) introduce teachers to the communicative approach to math and science instruction; (2) help develop instructional materials that encourage students to interact with the language of mathematics and science; (3) identify effective instructional and assessment practices for integrating content and language instruction; and (4) train selected teachers to become trainers and to assist in the design and implementation of the second institute. The project was linked to a federally funded program targeting English language acquisition and academic achievement, which allowed inclusion of social studies into the academic content. The first institute took place in November 1991, the second in May 1993. Participants were classroom teachers from seven schools. Evaluations of both institutes were very positive. Dissemination and networking efforts resulting from the project are summarized, and future directions in this kind of teacher training are outlined. Appended matter includes a project description and institute agendas and materials. (MSE)