Problem 1: Consider the different labels that have been used to describe students who are not yet proficient in English. Which ones have you heard used in your school or program? Which do you prefer? Why?
Problem 2: How can poverty affect the teaching and learning of ELLs? What is the danger in attributing students' underachievement to cognitive deficits rather than seeking to understand sociocultural factors that can affect students' opportunities to learn? Describe your own experiences or observations related to this issue.
Your response should address both questions and must be at least 150 words.