The Swedish National Agency for Education (2010) finds that newly arrived students are not often given the opportunity to relate linguistic expressions in their first and second languages to each other, which impedes language development in both languages. Hajer and Meestringa (2014) also note the risk that the teachers at schools where the majority of students have a first language other than Swedish tend to lower their expectations of their students, which leads to the science teaching being adapted to the students’ linguistic abilities in the second language. Subject-specific language in natural science is particularly problematic. However, the later years of research in science education indicate that a linguistic movement between everyday use of language and a more scientific use of language promotes students’ learning in science subjects (Olander, 2010). The question is how to create the same opportunities for newly arrived students, and what happens if these students are able to use both of their language resources in learning.