This dissertation covers the purpose, findings, and implication of a 10-week ethnographic research study in a dual language immersion (DLI) third-grade classroom in the northeastern U.S. The purpose was to promote a better understanding of the processes and products of identity development in a DLI setting. Sense of belonging and language practices were considered as the two main contributors toward development of fluid and hybrid identities. I developed this work through observation, interviews, and artifacts collection. The theoretical framework was constructed upon the principles of culturally sustaining pedagogy and community of practice. This allowed me to identify within-group cultural practices and common cross-ground cultural practices in a DLI class, while documenting their contribution to the development of students' identities. Using deductive and inductive thematic analysis, I found that students' sense of belonging and practices of languages are connected to their identity through multiple cultural features. These can include food, family, music, dance, and other skills acquired in a specific heritage group. The data also identified several relevant factors, which intersect with the identity and culturally sustaining pedagogy, including the teacher as a role model and migration issues. Identity development and culturally sustaining pedagogy practices are mediated by the teacher in her function as role model for her students. I provided examples and explained how these interconnections--based on culture, food, family, teacher as a role model, and migration--evolve in the DLI setting. Continual documentation occurred for the process that promoted these interconnections and how identity development was enhanced. Subsequently, I provided evidence of products that originated from this system. My study has the potential to inspire DLI teachers, policy makers, and educational stakeholders to scrutinize the impact of their decisions when teaching and developing the DLI curriculum. In particular, the implications of this study contribute to the implementation of instructional practices that may aid students in investigating their fluid and hybrid identity through a more inclusive learning environment. Recommendations for further longitudinal study in terms of identity development in the early elementary grades were addressed in the study. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]