Identifying English Language Learners for Gifted and Talented Programs: Current Practices and Recommendations for Improvement

被引：18

作者：

Harris, Bryn ^{[1
]}

Rapp, Kelly E. ^{[1
]}

Martinez, Rebecca S. ^{[2
,3
]}

Plucker, Jonathan A. ^{[1
]}

机构：

[1] Indiana Univ, Ctr Evaluat & Educ Policy, Bloomington, IN 47405 USA

[2] Indiana Univ, Inst Child Study, Bloomington, IN 47405 USA

[3] Indiana Univ, Sch Psychol, Bloomington, IN 47405 USA

来源：

ROEPER REVIEW-A JOURNAL ON GIFTED EDUCATION | 2007年 / 29卷 / 05期

关键词：

D O I：

10.1080/02783193.2007.11869221

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

While the number and relative proportion of English language learners (ELL) in public school systems is rapidly increasing, ELL students are often overlooked for gifted programs, and for this reason are grossly underrepresented in gifted and talented education programs. Identification practices that were implemented decades ago did not take into account the linguistic and cultural diversity of students that are present in schools today. This theoretical article examines current gifted identification practices related to ELL students in public schools nationwide. The authors identify necessary components to this process that are often overlooked for ELL populations. Recommendations for best practice and future research are provided.

引用

页码：26 / 29

页数：4

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