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Dual Language Immersion Programs (DLIPs) are offered as a way to address the needs of the students in our classrooms with a primary language other than English and a way to promote multilingualism for both English learners and native-English speakers. This study examined a first-year middle school science teacher's experi- ence teaching in a DLIP. The authors focused on the teacher's challenges and how he handled the tensions between teaching science content and addressing issues of language development in a DLIP classroom envi- ronment. Based on classroom observations, pre- and post-year interviews, and weekly teacher reflections, themes emerged that reveal the teacher's concern with teaching science in Spanish, the need for support from both administration and science content and DLIP mentors, students' willingness to use Spanish, and the teacher's lack of familiarity with DLIP curriculum and pedagogy, particularly in regard to balancing the teaching of content and language. This study provides implications for both teacher preparation programs and for DLIP school administrators.

Author Supplied Keywords

Dual language instruction, Middle school, Science education, Education


Middle school teaching; Science--Study and teaching (Middle school)--United States; Study and teaching--Immersion method

Publication Information

© 2019 Sally Hood et al.

Archived version is the final published version.





Document Type

Journal Article