Teachers’ Views of Primary Science in Linguistically Diverse School Settings in Quebec

This article looks at teachers’ views of the role of text in science education in three different linguistic school settings in Quebec: English, French and French Immersion. Extensive discussion/interviews with grades five and six teachers as well as observations of science lessons provided the data. The findings suggest that the linguistic culture of the school, including teachers’ perceptions of students’ language learning needs, influence their views of the way in which science text materials may be used.