by Valentina Gonzalez
Imagine you have been prescribed medication with a daily dosage to help control your blood pressure. Let’s say 50 mL in the morning and 50 at night. However, you decide the pills are too large and uncomfortable to swallow. You reduce the dosage by half daily and mix it with water. The first day you feel great, no change noticed. Second day, same. But over time, something happens. Suddenly there is a difference—a decline—in your health. Why?
Grade-level curriculum is like a prescribed dosage for all students, including monolingual and emergent bilingual students alike. Over time, emergent bilingual students who regularly receive diluted instruction are at risk of not meeting the requirements to exit ESL programs and, as a result, becoming classified as long-term English learners. Oversimplification of instruction leaves out critical academic vocabulary and important elements of content that may be necessary for subsequent learning, classes, or grade levels.
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