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

Patricia D Morrell1,2, Sally Hood1, Erik Mellgren3

  • 1University of Portland, School of Education, Portland, OR, USA.

Heliyon
|November 1, 2019
PubMed
Summary

This study explores a first-year middle school science teacher's challenges in a Dual Language Immersion Program (DLIP). Findings highlight the need for better DLIP curriculum, pedagogy, and support for balancing science content and language development.

Keywords:
Dual language instructionEducationMiddle schoolScience education

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