TSL 532 Full Course Discussions GCU
TSL 532 Topic 1 DQ 1
How does the “English-only” movement potentially impact second-language learners in the classroom?
TSL 532 Topic 1 DQ 2
What type of classroom models have been created as a result of “English-only” mandates? Are they beneficial to English language learners (ELLs)? Why or why not?
TSL 532 Topic 2 DQ 1
What are some socio-emotional challenges that English language learners (ELLs) face in the classroom? How do these impact learning?
TSL 532 Topic 2 DQ 2
Review Krashen’s Monitor Model and Cummin’s Theories of Bilingualism and Cognition from your required textbook reading. What are the similarities and differences between the language acquisition theories of Krashen and Cummins?
TSL 532 Topic 3 DQ 1
What are some major misconceptions about Sheltered English Immersion teaching? How does lesson planning combat these misconceptions?
TSL 532 Topic 3 DQ 2
What are the pros and cons for English as a Second Language Pull-out programs? When are these the most beneficial? How does one ensure they are beneficial?
TSL 532 Topic 4 DQ 1
How can a dual language or bilingual classroom assist in second language acquisition? (Please cite at least one source).
TSL 532 Topic 4 DQ 2
What are educational issues involving bilingual education? How can teachers assist schools in overcoming these issues?
TSL 532 Topic 5 DQ 1
What type of professional development would be beneficial to teachers at your local school? Why and who can assist in developing these professional developments?
TSL 532 Topic 5 DQ 2
What possible obstacles may prevent teachers from participating in professional development opportunities?
TSL 532 Topic 6 DQ 1
How can building positive relationships with parents of second-language learners close current achievement gaps?
TSL 532 Topic 6 DQ 2
What should be considered in the selection and use of technology for ELLs? Can building positive relationships with parents of second-language learners close current achievement gaps? Explain.
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