Abstract

This study investigates Portuguese Dual Language Immersion (DLI) teachers' perceptions when implementing the CAPA Model, a structured Focus on Form Instruction (FFI) approach aimed at improving grammatical accuracy in content-based learning. While immersion students develop strong communication skills, research highlights persistent grammatical inaccuracies due to the emphasis on meaning-based instruction. The CAPA Model seeks to bridge this gap by integrating explicit grammar instruction, fostering metalinguistic awareness, and enhancing linguistic accuracy without detracting from content learning. Findings reveal that teachers recognize the model’s benefits but face challenges such as limited planning time, a lack of pre-adapted materials, and difficulties implementing all CAPA phases. The study underscores the need for sustained professional development, collaborative planning, and curriculum-aligned resources to support effective CAPA implementation, ultimately enhancing student accuracy in immersion programs.

Degree

College and Department

Humanities; Spanish and Portuguese

Rights

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