Most bilingual programs are built around a clear separation between the two languages used throughout the school day. However, in bilingual research centers (BRCs), a key component of the Gomez and Gomez Dual Language Enrichment model, students can choose which language to use. This is what sparked my interest, because I wanted to understand more clearly how bilingual students use language to problem-solve language issues. My research question is "How do third-grade students use collaborative dialogue in Yugtun and English in bilingual research centers?" This qualitative teacher action research study took place in a Nelson Island, Toksook Bay third-grade dual language classroom. Out of the twelve students, there were nine Yup'ik-first language speakers and three were English-first. I focused on a bilingual group of two Yup'ik-first language speakers and two English-first speakers. The students ranged from low to high proficiency levels in language. Data collection spanned nine months and included video recordings, audio recordings, student artifacts, and field notes. I used video recordings to transcribe students' use of the Yup'ik and English language. First, I identified language-related episodes (Swain, 2000). Then I employed constructive grounded theory (Charmaz, 2014).I found that students more frequently engaged in collaborative dialogue when producing language, for example when writing about what they know or what they have learned. The students' collaborative dialogue while writing often focused on letter-sound correspondences, especially when those differ between the two languages used in the classroom. In talking about language issues, the students are actively engaged in their own learning. All involved students learn something about the language they or others are using. Crosslinguistic awareness, which examines the similarities and differences between two or more languages, emerged as a significant area of focus both for students and also for their teachers. One key recommendation is that bilingual teachers should collaborate with other teachers to create opportunities for students to engage in collaborative dialogue, which has the potential to build students' crosslinguistic awareness. Monolingual and bilingual teachers alike also need to develop crosslinguistic awareness to better understand their students' language production and support language development in both languages. Teacher action research calls one to further action, and that is the action plan. My action plan is to use data and finding from this study during a 3-day teacher inservice for teachers of bilingual students. During the inservice teachers will be invited into an inquiry process by examining selected language-related episodes from this research in order for them to develop crosslinguistic awareness through carefully listening to and observing the learning process of bilingual students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]