**1. Introduction**

In early 2020 the Coronavirus worldwide pandemic set into motion a sudden mass movement from traditional face to face instruction to remote teaching. The sudden transformation in instructional delivery presented many challenges to education agencies, administrators, teachers, students, and families. Several challenges were encountered, including access to technology devices, access to internet service, and access to and proficiency in the use of virtual platforms for teaching and learning. This chapter presents one pedagogical approach informed by sociocultural and

sociolinguistic theoretical frameworks, where one teacher educator offers how to use language as a social semiotic tool in virtual science instruction to engage culturally and linguistically diverse students in science learning. This teacher educator integrates content, language, and technology as one way to actively engage CLD students in learning through science-specific disciplinary language for experiencing scientific phenomena to make sense of it through language. Teachers are invited to apply the pedagogical approach offered to engage students in remote science learning through the use of common scientific discourse practices, such as constructing science explanations. The theoretical framework informing the approach explains the constructs and significance of mediation, zone of proximal development (ZPD), interaction, and Systemic Functional Linguistics (SFL) to put into practice in lesson delivery for virtual implementation.
