TSL 532 Full Course Discussions GCU
TSL 532 Full Course Discussions GCU
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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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