Which scenario is NOT considered a common transition point for students learning a new language?

The scenario involving the reduction of hours of native language instruction is not commonly recognized as a transition point for students learning a new language. Transition points typically refer to significant moments in a student's educational journey where changes in language instruction occur.

For example, redesignation with all instruction in English signifies a pivotal moment when a student has reached a level of proficiency that enables them to participate fully in an English-only environment. Similarly, transitioning from formal instruction conducted in the native language to English reflects a crucial shift in the medium of instruction, which can facilitate the development of English language skills. Beginning content-area instruction in English also marks a significant transition, as it directly impacts how students engage with the curriculum and their learning process in an English-speaking context.

In contrast, simply reducing hours of native language instruction does not inherently represent a transition point. While it may impact a student’s language development, it doesn't signify a formal shift to a different instructional approach or a new phase in language learning, making it less relevant in the context of common transition points.