A first-year middle school science teacher's experiences navigating science content in a Dual Language Immersion Program

Abstract

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 experience 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 environment. 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.