celebrating and cultivating gifts and talents in bilingual learners
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Celebrating and Cultivating Gifts and Talents in Bilingual Learners. Laurie Burgos Bilingual Program Instructional Coordinator Racine Unified School District October 10, 2013. Enduring Understandings. G ifted and talented students come from all backgrounds. - PowerPoint PPT PresentationTRANSCRIPT
Celebrating and Cultivating Gifts and Talents in Bilingual Learners
Laurie BurgosBilingual Program Instructional CoordinatorRacine Unified School DistrictOctober 10, 2013
Enduring UnderstandingsGifted and talented students
come from all backgrounds.
Students’ native languages and cultures are assets and resources.
We have a shared responsibility as educators to work towards equity and cross-cultural competence.
Essential QuestionsWho are our Culturally and
Linguistically Diverse (CLD) students?
How can we recognize, serve, and enfranchise our CLD gifted and talented students?
What is the link between culture and gifted education?
“That describes me…”Listen to each sentence.Stand and say, “That describes
me,” if the statement pertains to you.
Retrieved from http://www.nagc.org/index.aspx?id=574
Defining Gifts & TalentsAccording to Francois Gagné:
◦Giftedness refers to a superior natural ability.
◦Talent is an ability or skill that has been developed exceptionally well.
◦People start with gifts and have the chance to develop talents through a variety of catalysts.
Retrieved from http://www.edweek.org/ew/issues/english-language-learners/, October 7, 2013
Culturally and Linguistically Diverse Students in the USOver 5,000,000 English language learners
◦78% are U.S. born◦Spanish-speaking students are the
majority◦Spanish-speaking students are a
heterogeneous group◦Sequential or Simultaneous bilinguals
The New American Reality
L1 L2
Social Language
Academic Language
Second Language Acquisition
L1 L2
Social Language
Academic Language
6 months to 2 years
Second Language Acquisition
L1 L2
Social Language
Academic Language
6 months to 2 years
5 to 7 years
Sequential Bilinguals
L1
Social Language
Academic Language
Sequential Bilinguals
L1 L2
Social Language
Academic Language
6 months to 2 years
5 to 7 years
Simultaneous Bilinguals
L1 L2
Social Language
Academic Language
Available at www.wida.us
The Levels of English Language Proficiency
ENTERING
BEGINNING
DEVELOPING
EXPANDING
Never ELL
6
7
Formerly ELL
BRIDGING
6
7
1
2
3
4
5
Monolingual vs Multilingual Perspective
Monolingual MultilingualThe two languages are viewed as separate and students are compared to monolingual speakers in either language.
The two languages are viewed as complementary and students are compared to other bilingual learners and not to monolingual learners.
Assessment is conducted in one language.
Assessment practices can accommodate two languages.
When compared to monolingual learners, the student use of language is looked at as deficit. Students are viewed as “low” in both languages.
When compared to bilingual learners, student use of language is considered a reflection of a bilingual context. Neither language is viewed as low.
Students are placed in either a Spanish literacy or an English literacy class based on their strongest language.
Students are placed in a bilingual classroom that can take advantage of their bilingual linguistic resources.
Goals and objectives for students are limited to one language.
Goals and objectives for students cover both languages.
Dual Language Programs = Multilingual Perspective
L1 & L2
Recognizing Gifted CLD StudentsMultilingual vs Monolingual
PerspectiveStrengths-Based vs Deficit Lens“True Peer” Comparison (Hamayan,
et al, 2007)◦ Similar cultural background◦ Similar language proficiency level◦ Similar schooling history
Characteristics of Gifted CLD StudentsLook at the list of characteristics
of Gifted English Language Learners.
Which of the characteristics are specific to gifted ELLs?
How might this affect the identification process?
GT Identification Merit Statements for CLD StudentsA student may be gifted and
bilingual.Giftedness is found in all
language groups.Students are not less intellectual
or less gifted if they do not speak the majority language.
Assessment should be about identifying giftedness and not majority language ability.
, Lewis, Rivera, & Roby Identifying & Serving Culturally and Linguistically Diverse Gifted Students (2012)
GT Identification for CLD Students
Above-Average Ability
CreativityTask Commitment
Giftedness
GT Identification for CLD Students
Above-Average Ability
CreativityTask Commitment
Cultural and Linguistic
Competence
Giftedness
Identification of GT BilingualsNon-verbal assessment Authentic AssessmentTeacher RecommendationParent Observations
, Lewis, Rivera, & Roby Identifying & Serving Culturally and Linguistically Diverse Gifted Students (2012)
Serving GT CLD StudentsGT
Nature & Needs of GT Students
Identification & Assessment
Social & Emotional Needs
Differentiation & Instructional Strategies
Foundations of Gifted Education
Dual Language Programs
Pull-Out
Cluster Grouping
Hall, E. (1976) Beyond Culture
What is Culture?
Culture & Gifted EducationTypical indicators of success in
school may not match indicators of success for students of diverse cultures.
Many CLD families choose to remain in their neighborhood school as opposed to attending a GT program outside of their community
CLD parents do not usually request alternative options for GT services
Enfranchising GT CLD Students and FamiliesEstablish effective lines of
communication◦CLD parents are often the first to
recognize signs of giftedness and talents in their children
◦Engage community networksStrengthen expectations
◦Provide parents with information that helps them understand their child’s potential
Honor heritage and culture◦Funds of Knowledge (Moll, et al,
1992)
Next Steps…Assess the GT identification process in
your districtStrengthen connections with CLD familiesAssess the level of GT and
Cultural/Linguistic Competence of staffProvide dual language staff with GT
professional developmentProvide all staff with language acquisition
and cultural competency workshopsNetwork with other districts
Open Minds…Gifts and Talents exist everywher
e.
Are we looking for gifts and talents in the right places?
Are we cultivating the gifts and talents of our bilingual learners?
ReferencesBeeman, K. & Urow, C. (2012). Teaching for Biliteracy. Philadelphia: Caslon Publishing.
Castellano, J. & Frazier, A.D. (2010). Special Populations in Gifted Education. Waco, TX: Prufrock Press, Inc.
Collier Lewis, L., Rivera, A., & Roby, D. (2012). Identifying & Serving Culturally and Linguistically Diverse Gifted Students. Waco, TX: Profrock Press, Inc.
Hamayan, E., Marler, B., Sánchez-López, C., & Damico, J. (2012). Special Education Considerations for English Language Learners. Philadelphia: Caslon Publishing
References Renzulli, J. (2004). Identification of Students for Gifted
and Talented Programs. Thousand Oaks, CA: Corwin Press.
Thomas, W., & Collier, V. (2012). Dual Language Education for a Transformed World. Albuquerque: Fuente Press.
English Language Learners. Retrieved from http://www.edweek.org/ew/issues/english-language-learners.