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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

Celebrating and Cultivating Gifts and Talents in Bilingual Learners

Laurie Burgos

Bilingual Program Instructional Coordinator

Racine Unified School District

October 10, 2013

enduring understandings
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
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
“That describes me…”
  • Listen to each sentence.
  • Stand and say, “That describes me,” if the statement pertains to you.
defining gifts talents
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
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

slide7

Social Language

L1

L2

Academic Language

second language acquisition
Second Language Acquisition

Social Language

6 months to 2 years

L1

L2

Academic Language

second language acquisition1
Second Language Acquisition

Social Language

6 months to 2 years

L1

L2

5 to 7 years

Academic Language

sequential bilinguals
Sequential Bilinguals

Social Language

L1

Academic Language

sequential bilinguals1
Sequential Bilinguals

Social Language

6 months to 2 years

L1

L2

5 to 7 years

Academic Language

simultaneous bilinguals
Simultaneous Bilinguals

Social Language

L1

L2

Academic Language

slide13

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
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
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
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 students1
GT Identification for CLD Students

Cultural and Linguistic Competence

Giftedness

identification of gt bilinguals
Identification of GT Bilinguals
  • Non-verbal assessment
  • Authentic Assessment
  • Teacher Recommendation
  • Parent Observations
serving gt cld students
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
What is Culture?

Hall, E. (1976) Beyond Culture

culture gifted education
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
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
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
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
Give One, Get One
  • Share some of your reflections with your colleagues.

Thank you!

Laurie.Burgos@rusd.org

references
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

references1
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.