Education K-12 M.A.

Year Approved


First Advisor

Rasmussen, Jay


This literature review explores how to adequately support newly admitted secondary school English Language Learners (ELLs) attending an international school in Asia. Research suggests that learning English as a teen is more difficult and growth is slower when students are not immersed in English at a younger age. In many situations, students must be able to succeed within a classroom where the primary language of instruction is English while residing in a country where English is not the official language. Also, students must be able to collaborate with other students in the class who are native English speakers, fully bilingual, or attended international school since primary school. In many international schools, English support programs are modeled after American public schools where ELLs represent a small percentage of the classroom. ELL students were once the minority in international schools but are now becoming the majority in many international schools. As the demographics of international school shifts to include more ELL students than native English-speaking students, the most beneficial English support program and assessment strategies to serve international school population are needed to meet the needs of the students and learning environment.

Degree Name

Education K-12 M.A.

Document Type

Masterʼs thesis

Included in

Education Commons