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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.
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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 • 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.
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?
“That describes me…” • Listen to each sentence. • Stand and say, “That describes me,” if the statement pertains to you.
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=574
Culturally and Linguistically Diverse Students in the US Over 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 Retrieved from http://www.edweek.org/ew/issues/english-language-learners/, October 7, 2013
Social Language L1 L2 Academic Language
Second Language Acquisition Social Language 6 months to 2 years L1 L2 Academic Language
Second Language Acquisition Social Language 6 months to 2 years L1 L2 5 to 7 years Academic Language
Sequential Bilinguals Social Language L1 Academic Language
Sequential Bilinguals Social Language 6 months to 2 years L1 L2 5 to 7 years Academic Language
Simultaneous Bilinguals Social Language L1 L2 Academic Language
The Levels of English Language Proficiency 5 BRIDGING 4 EXPANDING 3 DEVELOPING 2 BEGINNING 1 Formerly ELL ENTERING 6 6 Never ELL 7 7 Available at www.wida.us
Recognizing Gifted CLD Students • Multilingual vs Monolingual Perspective • Strengths-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 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?
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)
GT Identification for CLD Students Giftedness
GT Identification for CLD Students Cultural and Linguistic Competence Giftedness
Identification of GT Bilinguals • Non-verbal assessment • Authentic Assessment • Teacher Recommendation • Parent Observations
Serving GT CLD Students Cluster Grouping Dual Language Programs Pull-Out , Lewis, Rivera, & Roby Identifying & Serving Culturally and Linguistically Diverse Gifted Students (2012)
What is Culture? Hall, E. (1976) Beyond Culture
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 community • CLD parents do not usually request alternative options for GT services
Enfranchising GT CLD Students and Families • Establish effective lines of communication • CLD parents are often the first to recognize signs of giftedness and talents in their children • Engage community networks • Strengthen 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 district • Strengthen connections with CLD families • Assess the level of GT and Cultural/Linguistic Competence of staff • Provide dual language staff with GT professional development • Provide all staff with language acquisition and cultural competency workshops • Network with other districts
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?
Give One, Get One • Share some of your reflections with your colleagues. Thank you! Laurie.Burgos@rusd.org
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
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.