Celebrating and Cultivating Gifts and Talents in Bilingual Learners Laurie Burgos Bilingual Program Instructional Coordinator Racine Unified School District October 10, 2013 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 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…” Listen to each sentence. Stand and say, “That describes me,” if the statement pertains to you. 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 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/englishlanguage-learners/, October 7, 2013 Social Language L1 L2 Academic Language Second Language Acquisition Social Language 6 months to 2 years L1 L2 Academic Language Second Language Acquisition Social Language 6 months to 2 years L1 L2 Academic Language Sequential Bilinguals Social Language L1 Academic Language Sequential Bilinguals Social Language 6 months to 2 years L1 L2 Academic Language Simultaneous Bilinguals Social Language L1 L2 Academic Language The Levels of English Language 5 Proficiency BRIDGING 4 3 2 1 ENTERING EXPANDING DEVELOPING BEGINNING 66 Formerly ELL 77 Never ELL Available at www.wida.us Monolingual vs Multilingual Perspective Monolingual Multilingual The 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 Students are placed in a bilingual literacy or an English literacy class classroom that can take advantage of based on their strongest language. 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 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 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 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 Students Above-Average Ability Giftedness Task Commitment Creativity GT Identification for CLD Students Cultural and Linguistic Competence Above-Average Ability Giftedness Task Commitment Creativity Identification of GT Bilinguals Non-verbal assessment Authentic Assessment Teacher Recommendation Parent Observations Serving GT CLD Students GT Cluster Grouping Pull-Out CLD Nature & Needs of GT Students Language Acquisition Identification & Assessment Sheltered Instruction Social & Emotional Needs Differentiation & Instructional Strategies Differentiation & Instructional Strategies Cultural & Linguistic Sensitivity Dual Language Programs Foundations of Gifted Education , Lewis, Rivera, & Roby Identifying & Serving Culturally and Linguistically Diverse Gifted Students (2012) What is Culture? Hall, E. (1976) Beyond Culture 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 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… 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… 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 Share some of your reflections with your colleagues. Thank you! [email protected] 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 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.