As more and more international Asian ESL high school students seek an education at private American high schools, where students spend most of their time in content-area classrooms, it is imperative that content-area teachers understand the important role they play in their students’ linguistic development and cultural adjustment. The purpose of this project is to provide teachers of content-area classes with an easily accessible professional development opportunity, including tools they need to help their international ESL students achieve linguistic and academic success and guide these students through a rewarding cross-cultural experience. As supported by second language acquisition theory, with the right training and preparation for effective teaching practices, the content-area classroom offers the ideal opportunity for academic language learning in a context that is authentic, meaningful, and motivating for international ESL students. The project, presented in the form of a website, gives content-area teachers information to help them gain an understanding of the basic principles of second language acquisition and implications for the content-area classroom, an awareness of the complexities of academic language that explain the linguistic challenges English language learners face in the classroom, a recognition of the formidable opportunity for language learning presented by content learning, an appreciation for the benefits of working collaboratively with ESL instructors, and a sensitivity to the cultural intricacies that help to explain some of the behaviors and attitudes of ESL students in the American classroom. In short, they can learn ways to become a good teacher for every student in their classroom.
","abstract_html":"<p>As more and more international Asian ESL high school students seek an education at private American high schools, where students spend most of their time in content-area classrooms, it is imperative that content-area teachers understand the important role they play in their students’ linguistic development and cultural adjustment. The purpose of this project is to provide teachers of content-area classes with an easily accessible professional development opportunity, including tools they need to help their international ESL students achieve linguistic and academic success and guide these students through a rewarding cross-cultural experience. As supported by second language acquisition theory, with the right training and preparation for effective teaching practices, the content-area classroom offers the ideal opportunity for academic language learning in a context that is authentic, meaningful, and motivating for international ESL students. The project, presented in the form of a website, gives content-area teachers information to help them gain an understanding of the basic principles of second language acquisition and implications for the content-area classroom, an awareness of the complexities of academic language that explain the linguistic challenges English language learners face in the classroom, a recognition of the formidable opportunity for language learning presented by content learning, an appreciation for the benefits of working collaboratively with ESL instructors, and a sensitivity to the cultural intricacies that help to explain some of the behaviors and attitudes of ESL students in the American classroom. In short, they can learn ways to become a good teacher for every student in their classroom.</p>","abstract_has_math":false,"creators":["Suzuki, Joy R."],"institution":null,"degree_name":"Master of Arts in Teaching English to Speakers of Other Languages (TESOL)","degree_level":"Project/Capstone - Global access","degree_discipline":"International and Multicultural Education (IME)","degree_department":null,"school":null,"contributors":["Luz Navarrette Garcia"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-05-18T07:00:00Z","date_published":"2017-05-18T07:00:00Z","updated_at":"2026-07-24T05:43:52Z","subjects":["English as a second language","second language acquisition","content and language integrated learning","teacher professional development","secondary education","Bilingual, Multilingual, and Multicultural Education","Secondary Education and Teaching","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/capstone/514","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Luz Navarrette Garcia"]},{"key":"dc:creator","label":"Author","values":["Suzuki, Joy R."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-05-13T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["International and Multicultural Education (IME)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Project/Capstone - Global access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in Teaching English to Speakers of Other Languages (TESOL)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["English as a second language","second language acquisition","content and language integrated learning","teacher professional development","secondary education","Bilingual, Multilingual, and Multicultural Education","Secondary Education and Teaching","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/capstone/514"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["As more and more international Asian ESL high school students seek an education at private American high schools, where students spend most of their time in content-area classrooms, it is imperative that content-area teachers understand the important role they play in their students’ linguistic development and cultural adjustment. The purpose of this project is to provide teachers of content-area classes with an easily accessible professional development opportunity, including tools they need to help their international ESL students achieve linguistic and academic success and guide these students through a rewarding cross-cultural experience. As supported by second language acquisition theory, with the right training and preparation for effective teaching practices, the content-area classroom offers the ideal opportunity for academic language learning in a context that is authentic, meaningful, and motivating for international ESL students. The project, presented in the form of a website, gives content-area teachers information to help them gain an understanding of the basic principles of second language acquisition and implications for the content-area classroom, an awareness of the complexities of academic language that explain the linguistic challenges English language learners face in the classroom, a recognition of the formidable opportunity for language learning presented by content learning, an appreciation for the benefits of working collaboratively with ESL instructors, and a sensitivity to the cultural intricacies that help to explain some of the behaviors and attitudes of ESL students in the American classroom. In short, they can learn ways to become a good teacher for every student in their classroom.
"]},{"key":"dc:title","label":"Title","values":["Integrating Language and Content Instruction: A Linguistic and Cultural Guide for Content-Area Teachers of Asian International Secondary School Students in the US"]}]}],"canonical_facts":{"dc:contributor":["Luz Navarrette Garcia"],"dc:creator":["Suzuki, Joy R."],"dc:date.available":["2017-05-13T07:00:00Z"],"dc:description.abstract":["As more and more international Asian ESL high school students seek an education at private American high schools, where students spend most of their time in content-area classrooms, it is imperative that content-area teachers understand the important role they play in their students’ linguistic development and cultural adjustment. The purpose of this project is to provide teachers of content-area classes with an easily accessible professional development opportunity, including tools they need to help their international ESL students achieve linguistic and academic success and guide these students through a rewarding cross-cultural experience. As supported by second language acquisition theory, with the right training and preparation for effective teaching practices, the content-area classroom offers the ideal opportunity for academic language learning in a context that is authentic, meaningful, and motivating for international ESL students. The project, presented in the form of a website, gives content-area teachers information to help them gain an understanding of the basic principles of second language acquisition and implications for the content-area classroom, an awareness of the complexities of academic language that explain the linguistic challenges English language learners face in the classroom, a recognition of the formidable opportunity for language learning presented by content learning, an appreciation for the benefits of working collaboratively with ESL instructors, and a sensitivity to the cultural intricacies that help to explain some of the behaviors and attitudes of ESL students in the American classroom. In short, they can learn ways to become a good teacher for every student in their classroom.
"],"dc:identifier":["https://repository.usfca.edu/capstone/514"],"dc:subject":["English as a second language","second language acquisition","content and language integrated learning","teacher professional development","secondary education","Bilingual, Multilingual, and Multicultural Education","Secondary Education and Teaching","Teacher Education and Professional Development"],"dc:title":["Integrating Language and Content Instruction: A Linguistic and Cultural Guide for Content-Area Teachers of Asian International Secondary School Students in the US"],"thesis:degree_discipline":["International and Multicultural Education (IME)"],"thesis:degree_level":["Project/Capstone - Global access"],"thesis:degree_name":["Master of Arts in Teaching English to Speakers of Other Languages (TESOL)"]},"updated_at":"2026-07-24T05:43:52Z"}