| Sumario: | A case study of the dual-language program at Julia de Burgos Bilingual Middle School in North Philadelphia is presented. The dual-language program was set up to meet the needs of the low-income, predominantly Puerto Rican student population. It was found that there were discrepancies between the ideal of dual-language education at Julia de Burgos and actual practice. These discrepancies arose from the structural, sociolinguistic, and ideological contexts in which the dual-program is embedded. Furthermore, the planning and implementation of the dual-program was shown to be dynamic in nature and the Julia de Burgos educators emphasized that the program must be understood as a work in progress.
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