Laurie Burgos Bilingual Program Instructional Coordinator Racine Unified School District October 10 2013 Enduring Understandings G ifted and talented students come from all backgrounds Students native languages and cultures are assets and resources ID: 274823
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Slide1
Celebrating and Cultivating Gifts and Talents in Bilingual Learners
Laurie BurgosBilingual Program Instructional CoordinatorRacine Unified School DistrictOctober 10, 2013Slide2
Enduring Understandings
Gifted 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. Slide3
Essential Questions
Who 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?Slide4
“That describes me…”
Listen to each sentence.Stand and say, “That describes me,” if the statement pertains to you.Slide5
Defining Gifts & Talents
According 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.nagc.org/index.aspx?id=574Slide6
Culturally and Linguistically Diverse Students in the US
Over 5,000,000 English language learners78% are U.S. bornSpanish-speaking students are the majoritySpanish-speaking students are a heterogeneous groupSequential or Simultaneous bilinguals
The New American Reality
Retrieved from http://www.edweek.org/ew/issues/english-language-learners/, October 7, 2013Slide7
L1
L2
Social Language
Academic LanguageSlide8
Second Language Acquisition
L1
L2
Social Language
Academic Language
6 months to 2 yearsSlide9
Second Language Acquisition
L1
L2
Social Language
Academic Language
6 months to 2 years
5 to 7 yearsSlide10
Sequential Bilinguals
L1
Social Language
Academic LanguageSlide11
Sequential Bilinguals
L1
L2
Social Language
Academic Language
6 months to 2 years
5 to 7 yearsSlide12
Simultaneous Bilinguals
L1
L2
Social Language
Academic LanguageSlide13
The Levels of English Language Proficiency
ENTERING
BEGINNING
DEVELOPING
EXPANDING
Never ELL
6
7
Formerly ELL
BRIDGING
6
7
1
2
3
4
5
Available at www.wida.usSlide14
Monolingual vs Multilingual Perspective
Monolingual
Multilingual
The 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.Slide15
Dual Language Programs = Multilingual Perspective
L1 & L2Slide16
Recognizing Gifted CLD Students
Multilingual vs Monolingual PerspectiveStrengths-Based vs Deficit Lens“True Peer” Comparison (
Hamayan
, et al, 2007)
Similar cultural background
Similar language proficiency level
Similar schooling historySlide17
Characteristics of Gifted CLD Students
Look 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?Slide18
GT Identification Merit Statements for CLD Students
A 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)Slide19
GT Identification for CLD Students
GiftednessSlide20
GT Identification for CLD Students
Cultural and Linguistic Competence
GiftednessSlide21
Identification of GT Bilinguals
Non-verbal assessment Authentic AssessmentTeacher RecommendationParent ObservationsSlide22
Serving GT CLD Students
Dual Language Programs
Pull-Out
Cluster Grouping
, Lewis, Rivera, & Roby Identifying & Serving Culturally and Linguistically Diverse Gifted Students (2012) Slide23
What is Culture?
Hall, E. (1976) Beyond CultureSlide24
Culture & Gifted Education
Typical 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 communityCLD parents do not usually request alternative options for GT servicesSlide25
Enfranchising GT CLD Students and Families
Establish effective lines of communicationCLD parents are often the first to recognize signs of giftedness and talents in their childrenEngage community networksStrengthen expectationsProvide parents with information that helps them understand their child’s potential
Honor heritage and culture
Funds of Knowledge (Moll, et al, 1992)Slide26
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 workshops
Network with other districtsSlide27
Open Minds…
Gifts and Talents exist everywhere.Are we looking for gifts and talents in the right places?Are we cultivating the gifts and talents of our bilingual learners?Slide28
Give One, Get One
Share some of your reflections with your colleagues.Thank you!Laurie.Burgos@rusd.orgSlide29
References
Beeman, 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
Slide30
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.