This dissertation explores the complex journey of science teachers who teach bilingually in Bogotá, Colombia, examining how they construct and reconstruct their identities through their experiences. Using a poststructural theoretical discussion enriched by biological metaphors, this research investigates how science teachers navigate between multiple languages, pedagogical approaches, and institutional demands while maintaining their core identity as science teachers. Through narrative inquiry and in-depth dialogic encounters with three science teachers, the study maps both the continuities that persist and the discontinuities that emerge in their professional trajectories. The research reveals how these teachers develop adaptive strategies to meet the challenges of teaching science in...