DQ1:
How can teachers serve as both advocates and allies in working with ELLs and their families? Share an example of how you, a colleague, or a mentor teacher has served as an advocate or ally for an ELL or ELL family. Describe what was done and how it relates to being an advocate or ally.
DQ2:
Why is it important to know the rights of ELLs and their families? How can you serve as a resource to school administrators and colleagues to ensure the rights of ELLs and their families are being protected in both their classrooms and school?
