Computer-based learning environments (CBLEs) have emerged as powerful tools to support K-12 science learning. The Gas Laws simulation, an interactive, online CBLE, has been empirically demonstrated to support high-school students' understanding of particle theory, generally. However, a sub-analysis of existing data suggested certain embedded educational scaffolds may not support learning outcomes, measured by constructed-response post-test, for students who reported their primary home language (L1) was Spanish to the same level they supported L1 English speakers (Brady et al., 2016).To explore this observation, I developed a method (Study One) for interpreting students' real-time interactions with the simulation as related to practices valued by the discipline of science. This method allowed me to evaluate students' engagement in scientific practices of controlled experimentation, as related to learning outcomes, and has broad application within Education Research and Learning Analytics. In Study Two, I examined students' scientific language use within post-test constructed-responses to ask whether meaningful differences could be detected between L1 English and L1 Spanish speakers. Many features of scientific language were significantly correlated with constructed-response scores among L1 English, but not L1 Spanish, speakers and a qualitative analysis of constructed-responses suggests the two groups may use different strategies for communicating similar understanding of scientific phenomena. Whether such differences influence learning outcome scores in assessments which privilege scientific language remains an area for future investigation. For Study Three, I added a dual English-Spanish Native Language Scaffold (NLS) to the simulation. Demonstrated effective at elementary- and middle-school levels, dual-language CBLEs have not been investigated at the secondary-level. Though L1 Spanish speakers significantly underperformed L1 English speakers in prior knowledge measures, they slightly outperformed L1 English speakers in constructed-response learning outcome measures after interacting with the NLS simulation. Additionally, significant correlations between features of scientific language and constructed-response scores were observed among L1 Spanish speakers, similar to L1 English speakers in both studies, suggesting an NLS CBLE may influence how scientific language is incorporated into constructed-responses. Overall, these studies suggest the intersection between discipline-based learning, imbued with cultural practices and norms, and second-language acquisition is quite complex, perhaps even more than existing research currently recognizes. [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.]