celebrating and cultivating gifts and talents in bilingual learners

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?

Give One, Get OneShare some of your reflections

with your colleagues.

Thank you!Laurie.Burgos@rusd.org

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.