This study investigates the effectiveness of teaching U.S. immigrant Limited English Proficient (LEP) students in one district in Ohio. It studies the educational programs and instructional approaches related to linguistic development and academic achievement of LEP students. The study hypothesizes the effect of programmatic, interceptive social interactions both at an instructional and peer level in a school setting on the LEP students learning, strategies, engagement, behaviors, motivation, and attitudes during their transition into the mainstream classroom and into society. The data help to understand the learning conditions, characteristics, and outcomes of the U.S. immigrant LEP students who entered one school district as a middle or high school student, and were at the final stages of their education and training in a high school setting.

Dr. Ye-Kyoung Kim is a Graduate Instructor of TESOL at Sung Kyun Kwan University in Seoul, South Korea. Before joining Sung Kyun Kwan university, she worked as a tenure track Assistant Professor of TESOL/IT at University of Guam in Guam, a territory of the USA, in the Western Pacific. She holds her Ph.D. from the Ohio State University in the USA.

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