Instructional Strategies to Support Gifted ELLs
This week, we welcomed the TAGT Equity Resource Committee to #gtchat – Tish Cawley, Matthew Fugate, and Javetta Roberson – to chat about instructional strategies to support gifted English Language Learners (ELLs).
Gifted ELLs have similar characteristics to other gifted students, but may exhibit them differently. Characteristics of gifted ELLs may be observed in the context of acquisition of a new language – the rate at which proficiency occurs, switching between languages, and accuracy of translation. Academic characteristics to look for in gifted ELL students include advanced reading, creativity, and problem solving abilities as well as above grade level math skills. Behavioral characteristics to look for in gifted ELL students include respect for their culture, social maturity, and an ability to display appropriate behaviors in both cultures.
What are some barriers to identifying English Learners & how can we overcome them? An initial barrier to identification of gifted ELLs is the observer’s inability to communicate with the student in their native language. Educator bias – consideration for gifted programs based on conventional markers and academic achievement only – can be countered by using an inclusive framework that goes beyond standardized tests & anti-bias training.
Once you identify English Learners, what does a culturally responsive GT curriculum look like? A culturally responsive GT curriculum addresses the need for a student’s culture to be recognized and valued. Multicultural literature and classroom discussions about a student’s culture are an effective way of responding to the needs of gifted ELL students. Maintaining a culturally responsive classroom after students are identified is an important role of teachers in supporting gifted ELLs.
How will a Talent Development model benefit English Learners? It will take into consideration a student’s interests and build on individual strengths. Talent Development models have used in Europe and have been very successful in meeting the needs of many diverse cultures.
Gifted ELLs should be supported through the use of linguistic accommodations and scaffolding in both English and their native language. They need to be provided opportunities to speak and interact with other students both in structured and informal conversation.
What are some resources for parents to help support English Learners at home? School can provide learning opportunities for parents on how to support their child at home to learn how to advocate for their child and how to form support groups. Parents should regularly be updated about resources, programs, and academic opportunities available to students related to their child’s interests and abilities.
A transcript of this chat can be found at Wakelet.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2PM NZDT/Noon AEDT/1 AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.
Identifying Gifted and Talented English Language Learners: A Case Study (pdf) (Plucker, Rapp, Martinez)
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Graphic courtesy of Lisa Conrad.
Posted on January 21, 2020, in Culturally Responsive Curriculum, curriculum, Education, gifted and talented, gifted education, Multicultural, Teaching and tagged diversity, ELL, English Language Learners, gifted education, gtchat, TAGT, Twitter. Bookmark the permalink. Leave a comment.