Many science educators focus on pre-teaching technical vocabulary at the start of the unit to help students become comfortable with science discourse. This approach is especially common with students from historically marginalized communities, in particular emerging multilingual students. However, it is much more productive to support learners as they organically develop language (terms, phrases) that interprets and explains phenomena, rather than asking them to merely acquire terms. Additionally, it is key for equity that educators identify, value, and leverage students’ home languages.