Unfortunately, the reality of many bilingual programs that are offered today is that they fail to simultaneously teach students English and age-level appropriate subject matter knowledge, and instead students are taught a curriculum that almost exclusively focuses on English language instruction. The consequences of this are that they fall behind in the subject matter areas and end up being placed in low academic tracks.

The goal of these ESL programs is that the linguistically diverse students eventually will transition into mainstream English only instruction. The reality of the matter is that they are losing all interest and motivation because they are placed in ESL classes that can be “characterized as context-embedded and cognitively undemanding” (Freeman  Year) and are being taught subject matter and thinking skills far below their ability level.

By not providing students with sufficient English education that enables them to master the English language you are putting them at a disadvantage both academically and socially.  However, by placing the focus on English acquisition and not providing the students with age-level appropriate subject matter knowledge, they are falling behind academically and losing interest and motivation.

Due to their lacking English skills, ELL are placed in lower academic tracks, most often taught by less experienced teachers. In other words, they are provided with a lower quality education than that offered to other students.

Furthermore, the first language of ELL is often degraded and presented as a deficit rather than a resource and by ignoring the need to incorporate the students' first language into their education, you are forcing them to separate from their identity, culture, and values.