The gifted gap is well-documented, but those who fall through vary from region to region. At a local research site, English Language Learners (ELLs) were found to have the lowest representation in the gifted program (Wise, 2023).
One English as a Second Language (ESL) teacher explained, “I didn’t know that ESL students would be qualifying for gifted and talented because of the language.” A second teacher concurred, adding she did not want to increase the workload for an ELL student: “[T]hey get lost in the language aspect of it… you’ve got so much stuff going against them” (Wise, 2023).
In the recent book Culturally Responsive Teaching in Gifted Education, Pereira and de Oliveira share their preference for the term Multi-Lingual Learners to refer to students who already know one or more languages before they emigrate to the U.S. They have found that the use of culturally and linguistically sustaining practices (Paris & Alim, 2017) can allow teachers to support and encourage the growth of high potential MLs. Valuing linguistic and cultural diversity creates space for the student’s own community and gifts “while simultaneously offering access to the dominant cultural competence” (Paris, 2012, p. 95).
More importantly, one of the goals of culturally sustaining pedagogies is to help perpetuate and foster “linguistic, literate, and cultural pluralism as part of the democratic project of schooling” (Paris, 2012, p. 95).
Pereira & de Oliveira, p. 108
This seems to be an effective yet complex balance of influences within the classroom that would require deep study, yet a few pointers seemed practical to consider at the outset:
- Remember that some students will have a highly academic, literate experience in their home language, while others will not.
- Provide information in a variety of ways (e.g., written, verbal, nonverbal).
- Highlight the variety of cultures through the use of authentic content such as books and movies. Ask your students for help with this!
- Recognize the gift of having different cultures and languages in our classrooms.
For a more in-depth discussion of the benefits and needs of MLs, refer to the resources which follow. In addition, you can expect to see more Gifted Weekly entries on how we can improve our support of our gifted MLs.
RESOURCES
Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97. http://doi.org/10.3102/0013189X12441244
Paris, D., & Alim, H. S. (Eds.). (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press. https://ojs.uwindsor.ca/index.php/JTL/article/download/4987/pdf/0
Pereira, N., & de Oliveira, L.C. (2021). Culturally and Linguistically Sustaining Practices for Multilingual Learners With High Academic Potential. In C.M. Fugate (Ed.). Culturally Responsive Teaching in Gifted EducationTitle of book (pp. 105-114). Routledge. http://doi.org/10.4324/9781003234029
Wise, L. R. (2023). Genius Move: Recognizing Gifted Potential Through a Project Based Learning Unit of Study. ProQuest Dissertations Publishing. https://www.proquest.com/openview/87269f080d782ead14d2174ee01bcba9/1.pdf
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