What should a teacher prioritize when adapting instruction for a class that includes English language learners with varying proficiency levels?

Prioritizing the same instructional goals as original lessons is essential when adapting instruction for English language learners with varying proficiency levels because it ensures that all students, regardless of their language abilities, are working towards the same educational objectives. This approach promotes inclusivity and equity in the classroom, allowing ELLs to engage with the content meaningfully while still developing their language skills.

Maintaining consistent instructional goals fosters collaboration among students and enables teachers to design activities that support diverse learners in accessing core concepts. It also encourages a sense of belonging and relevance, as ELLs can see that they are part of the same learning community as their peers.

In contrast, focusing solely on easier assessments or providing extra homework may not effectively address the learners' needs and could undermine the importance of mastering the same critical content. Similarly, shifting the focus to different subjects might lead to fragmented learning experiences, preventing students from achieving the intended learning outcomes.