Abstract

Dual Language Immersion (DLI) programs are commonly recognized for supporting the development of oral proficiency; however, persistent challenges with grammatical accuracy, particularly subject-verb agreement, remain common among elementary-aged learners. This mixed-methods study focuses on third-grade students in a Portuguese DLI program and examines how they use present-tense verb forms in different classroom contexts. Drawing on classroom observations, instructional materials, and students’ oral and written production, the study analyzes the nature of the input learners receive and the types of errors that persist during oral communication. Findings indicate that students demonstrate greater accuracy during structured tasks, while difficulties with subject-verb agreement continue in spontaneous speech. These results indicate that explicit instructional support may facilitate noticing verb forms and improve accuracy during activities that focus on grammatical structures, but this does not always transfer to how they use the language in natural speaking situations. Overall, the study highlights the complex task for students to acquire Portuguese verb morphology in DLI settings and points to teaching practices that support grammatical development without shifting the focus away from communication.

Degree

MA

College and Department

Humanities; Spanish and Portuguese

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2026-04-23

Document Type

Thesis

Keywords

Dual language immersion (DLI), Portuguese language acquisition, oral proficiency, subject-verb agreement, verb conjugation, explicit instruction, language accuracy, elementary school, third grade

Language

english

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