By now it should be clear that all learners have language needs that go well beyond what might be found in a typical life skills curriculum.
Even at intermediate to advanced levels, unless a program has named a class transitions or bridge programming, the content and topics are often the same as in beginning-level texts,
just at an increased linguistic level. In fact, many leveled series have the same themes for all units across all levels.
Imagine that you are doing a unit on Language Learning Practices in a low-intermediate adult ELA class. It is part of an integrated-skills curriculum that includes practice with competencies
(for example, reading a paycheck), language functions (for example, making complaints and apologies), reading, writing, listening, and speaking skills, as well as grammar.
Within that unit, there is a short reading that serves to present and practice simple present tense to talk about routines,
along with adverbs and adverbial phrases of frequency. The reading is about Alina's reading and writing habits
and the purpose for this topic is to show English language learners different ways they may use reading and writing in their own lives.
As you review the sample lesson, take careful note of the enhancements: How do these enhancements serve to increase the rigor of instruction?
How readily could you use or adapt these ideas in your own lessons? How would these enhancements begin to scaffold the types of skills and strategies that students like Aadan
and Inez need work on with regard to academic language, reading strategies, and critical thinking?