Identifying Gifted and Talented English Language Learners: A Case Study

Related Content
Author
Author
Harris, Bryn; Plucker, Jonathan A.; Rapp, Kelly E.; Martinez, Rebecca S.
Journal
Journal for the Education of the Gifted
Details
Resource Type
Journal
Acquisition Number
BE025520
Published Date
06-26-2015 3:55 PM
Published Year
2009
Number of Pages
26
Language(s)
Subscription Only
No
Abstract
With the sharp rise in students who are English language learners (ELL), research on identifying and serving the needs of gifted and talented (GT) ELL students offers fertile ground for best practice guidelines. The current study describes GT/ELL identification practices based on an in-depth case study of one diverse school district in the Midwest. School personnel, parents, and students participated in separate semistructured group interviews about their experiences regarding GT/ELL identification. Interviews were audiotaped, transcribed, and analyzed for thematic content. Additionally, district and state policy documents about GT and ELL identification practices were reviewed. Results highlight the theoretical and practical barriers to identifying GT ELLs effectively. These include possible population challenges, state support, current programming, assessment practices, parental involvement, and staff challenges. Implications for school personnel and recommendations for future research are discussed.
Topics
State and Local Policy
Research
Research
English Learners
English Learners
English Learner Identification
Case Studies