How does your organization compare with others within your industry?

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Based on your personal and professional experience, provide examples and discuss how technological innovation resulted in change within your organization, whether it concerned processes, new products or services, or the technology itself (i.e. seminars to webinars). How does your organization compare with others within your industry?  Respond to at least two of your fellow students’ postings.  

 

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Why is it important for entrepreneurs to learn to think globally?

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Many entrepreneurs enter the global market for a variety of reasons. Why is it important for entrepreneurs to learn to think globally? What are the advantages and disadvantages of entrepreneurial ventures to move into the global marketplace? What must entrepreneurs consider when entering the global market?  Respond to at least two of your fellow classmates’ postings. 

 

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How do organizations prepare their organizations for such a venture?

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Many entrepreneurial organizations have established partnerships in other countries (i.e., Toyota in the United States, Nike in Thailand, etc.). What do entrepreneurial organizations need to consider when entering into partnerships with foreign governments? What do organizations need to consider before formalizing the foreign relationships? How do organizations prepare their organizations for such a venture? Respond to at least two of your fellow student’s postings. 

 

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A guide to No Child Left Behind

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Using information from Chapter 2 and the “A guide to No Child Left Behind” article, identify the mandates of the No Child Left Behind Act that affect English language learners (ELLs). Compare the drop-out rate of students in the United States and students in the state in which you live.  How do you think the waiver will affect the current drop-out rate in the United States and your state of residence?  How will any changes to the No Child Left Behind Act affect ELLs?

 

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Fostering academic success for English language learners: What do we know?

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After reading Chapters 4 and 5 and the Linquanti article, “Fostering academic success for English language learners: What do we know?”, select at least four bilingual programs and describe the type of student that would benefit most from each type of bilingual program. What are the student characteristics that make them amenable to a specific type of bilingual program?  

 

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What are some of the things students should do to increase their own language mastery and inform teachers of some of the needs they may have?

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After reading Chapters 5 and 6, you should be more familiar with the five stages of oral English language acquisition as they have been identified and discussed in detail. While the order of stages is sequential, the amount of time students spend at each stage can range from a few weeks (silent period) to several years (intermediate fluency).  Watch and analyze the required video segment, Stages of language development, along with Table 6.1 in your text.   As a beginning teacher, you and your peers might have difficulty identifying the “next step” you need to take in order to move a student to the next level of English proficiency. What are the challenges faced by teachers in moving children from one level to the next?  Discuss the synergizing of teacher- student responsibilities in moving through the levels of language acquisition.  As students progress through the five stages, what are some of the things teachers can do to assist students in this process?  What are some of the things students should do to increase their own language mastery and inform teachers of some of the needs they may have?

 

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What would you need from the teacher to make input comprehensible?

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Pretend you are a new student at a school.  You have been in the United States for a very short amount of time, and no one at your new school speaks your language. After reading Chapters 10 and 15 and watching the required video presentation, Teaching foreign languages: Make your students feel at ease, use what you have learned from those resources to answer the following questions:

  1. What would you need from the teacher to make input comprehensible?
  2. What could the teacher do to scaffold lessons for you?  
  3. How can the teacher effectively lower the affective filter for you while still creating positive anxiety?  
 

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Consider where you live and the cultural diversity that is present in that community.

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Consider where you live and the cultural diversity that is present in that community.  Who could you invite to your campus to provide positive cultural role models for your students?  If your community is not culturally diverse, do you feel the need to “bring in” culturally diverse people and opinions? Why/why not?  Do you feel it is necessary to involve different community entities in your school so that cultural diversity is appreciated?

 

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Was this lesson appropriate for Level 3 (speech emergence)? What are the characteristics of the lesson that make it appropriate or not appropriate?

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Chapter 14 of your text offers a Level 3 Science Lesson. Read the lesson and answer the following questions:

  1. Was this lesson appropriate for Level 3 (speech emergence)?  What are the characteristics of the lesson that make it appropriate or not appropriate?
  2. How many opportunities did students have to listen/speak/read/write?
  3. Do you believe any of these domains should have more focus, less focus, or should they all be given equal attention?
  4. How does having students actively using the four domains help to increase their knowledge of the content?
 

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