Relevant bibliographies by topics / Gifted English language learners

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Gifted English language learners'

Author: Grafiati
Published: 2 July 2021
Last updated: 8 February 2022

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Journal articles on the topic "Gifted English language learners"

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Blackburn, Aranzazu M., Linley Cornish, and Susen Smith. "Gifted English Language Learners." Journal for the Education of the Gifted 39, no. 4 (2016): 338–60. http://dx.doi.org/10.1177/0162353216671834.

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Current research on gifted English language learners (gifted ELLs) is broadly centered on identification issues and investigations of underrepresentation in gifted programs mainly in schools in the United States and referencing predominantly Spanish-speaking students. Australia presents itself as a multicultural nation, yet limited research exists as to what it knows about its particular gifted ELL populations and ways of supporting them when they enter Australian schools. A review of the current literature examines existing research in the United States and explores the findings from Australian studies. Some suggestions for future research in both local and global contexts are offered.
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Yıldırım, Rana, and Duygu İspinar Akcayoglu. "A Study of Young Gifted Learners’ and Their Teachers’ Perceptions of Effective EFL Learners." Journal for the Education of the Gifted 42, no. 1 (2018): 85–104. http://dx.doi.org/10.1177/0162353218816507.

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This study compared gifted learners’ and their English teachers’ perceptions of who is an effective English as a foreign language (EFL) learner. The research questions include the following: (a) What are young gifted learners’ perceptions of an effective EFL learner? (b) What are English teachers’ perceptions of an effective EFL learner? and (c) Is there a match between young gifted learners’ and their English teachers’ perceptions of an effective EFL learner? The participants were two gifted learners attending the English classes at the Science and Arts Center (BILSEM) in Adana, Turkey, and two English teachers working with these students. Data were collected through repertory grids, written accounts of the students, and retrospective interviews. Findings include implications for designing appropriate instruction for gifted EFL learners and teacher educators who work with these specific learners.
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Szymanski, Antonia (Toni), and Michelle Lynch. "Educator Perceptions of English Language Learners." Journal of Advanced Academics 31, no. 4 (2020): 436–50. http://dx.doi.org/10.1177/1932202x20917141.

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This article explores educator perceptions of gifted and talented (GT) English language learning (ELL) students. Nine educators from two schools within a school district with high population of ELL students were interviewed in this qualitative study. Discussion focused on understanding teachers’ ideas regarding ELL gifted students. Three main themes emerged from interviews: educator perceptions, identification, and professional development. Implications from the study include the need for specific professional development to restructure thinking regarding ELL students and to inform educators on the myriad of ways giftedness may manifest itself.
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Kitano, Margie K., and Ruben Espinosa. "Language Diversity and Giftedness: Working with Gifted English Language Learners." Journal for the Education of the Gifted 18, no. 3 (1995): 234–54. http://dx.doi.org/10.1177/016235329501800302.

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The challenge of serving gifted students from nonmainstream cultural backgrounds assumes greater complexity when accompanied by linguistic diversity. Gifted students with primary languages other than English, or English language learners, demonstrate wide within-group differences related to language of origin, level of first- and second- language proficiency, cultural background, and type and level of talent. While the majority of bilingual residents in the United States speak Spanish, some school district enrollments represent nearly 100 different language groups, some of very low incidence. To respond to the needs of this population, educators require current information concerning appropriate procedures for identification, service delivery, instructional methods, and community involvement. This article summarizes available literature and suggests future directions.
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Lohman, David F., Katrina A. Korb, and Joni M. Lakin. "Identifying Academically Gifted English-Language Learners Using Nonverbal Tests." Gifted Child Quarterly 52, no. 4 (2008): 275–96. http://dx.doi.org/10.1177/0016986208321808.

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Ricciardi, Courtney, Allison Haag-Wolf, and Adam Winsler. "Factors Associated With Gifted Identification for Ethnically Diverse Children in Poverty." Gifted Child Quarterly 64, no. 4 (2020): 243–58. http://dx.doi.org/10.1177/0016986220937685.

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We analyzed data from a large-scale ( N = 39,213), longitudinal study of urban students to assess child factors (gender, ethnicity, English language learner status, school readiness skills, type of pre-K attended, early elementary school academic performance) prospectively associated with eventual gifted identification in elementary school. Overall, 14.2% of students were identified as gifted in K-5th grade, with the majority identified by second grade. Multivariate logistic regression analyses revealed that White and Latino students were more likely to be identified as gifted than Black students, even controlling for poverty and early academic performance. English language learners, boys, and those who attended public school pre-K programs were more likely to be identified controlling for other factors. School readiness assessments were also useful for predicting giftedness.
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Harris, Bryn, Jonathan A. Plucker, Kelly E. Rapp, and Rebecca S. Martínez. "Identifying Gifted and Talented English Language Learners: A Case Study." Journal for the Education of the Gifted 32, no. 3 (2009): 368–93. http://dx.doi.org/10.4219/jeg-2009-858.

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VanTassel-Baska, Joyce. "Curriculum Issues: The Importance of Selecting Literature for Gifted Learners." Gifted Child Today 40, no. 3 (2017): 183–84. http://dx.doi.org/10.1177/1076217517713783.

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This column describes criteria for selecting literature for gifted and advanced students in English-language arts. Some of the criteria considered relate to reading level, advanced use of language and vocabulary, multi-cultural literature, employment of an abstract concept, use of advanced literary elements, and exploration of social and emotional issues.
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Schroth, Stephen T., and Jason A. Helfer. "Gifted & Green." Gifted Child Today 40, no. 1 (2017): 14–28. http://dx.doi.org/10.1177/1076217516675903.

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Environmental studies provide an ideal opportunity for gifted children of any age to build critical and creative-thinking skills while also building skills in science, technology, engineering, and mathematics (STEM) areas. Exploring issues related to sustainability and environmental concerns permits gifted learners to identify problems, develop research questions, gather and analyze data, develop possible solutions, and disseminate this information to others. Green issues are especially appealing to gifted learners as they are sensitive to the world around them and often long to engage in projects that touch on issues facing their communities. Although the relevance to STEM subjects is clear, green investigations can also build skills across the content areas, in diverse subjects such as English/language arts, social studies, music, and art. A variety of resources, including national and Common Core State Standards, exist that can help parents and teachers create investigations for gifted children that permit them to be both gifted and green.
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Yildirim, Rana, and Duygu Ispinar Akcayoglu. "Strategy-based English language instruction: the impact on the language proficiency of young gifted learners." Education 3-13 43, no. 2 (2013): 97–114. http://dx.doi.org/10.1080/03004279.2012.759606.

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Dissertations / Theses on the topic "Gifted English language learners"

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Lynch, Michelle C. "Educator Perceptions of Gifted English Language Learners." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/2088.

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This paper explores educator perceptions of gifted and talented (GT) English language (ELL) students. This study identifies barriers for identification and service for GT/ELL students and highlights ways to support students through current efforts for students who fit these criteria. Educators from two elementary schools were interviewed in this qualitative study. The schools were chosen due to their high population of ELL students. The roles of professional development (PD) and best practices for identification of underrepresented students are discussed. Five main themes emerged from interviews of educators that work with GT/ELL students. The themes are obstacles, perception, referral, professional development, and, modification.
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Esquierdo, Jennifer Joy. "Early identification of Hispanic English language learners for gifted and talented programs." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/3944.

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The exponential growth of the Hispanic student population and the controversial educational issue surrounding the assessment of English language learners are the two fundamental topics of this study. Due to the uncertainty and ambiguity surrounding the assessment of the escalating Hispanic student population, the underrepresentation of Hispanics in gifted and talented (GT) programs has developed into a critical educational concern (Bernal, 2002; Irby & Lara-Alecio, 1996; Ortiz & Gonzalez, 1998). The research questions that guided this study focused on finding validated assessments for early identification of the gifted Hispanic English language learners (ELLs) in kindergarten. The first research question aimed to determine the concurrent validity of the Hispanic Bilingual Gifted Screening Instrument (HBGSI) using the Naglieri Nonverbal Abilities Test (NNAT) and Wookcock Language Proficient Battery-Revised (WLPB-R) selected three subtests, administered in English and Spanish. This study found a positive statistically significant correlation between the HBGSI, the NNAT, and WLPB-R subtests. The second question focused on the correlation between language proficiency as measured by the WLPB-R subtests and nonverbal intelligence measured using the NNAT. This analysis found that there was a statistically significant correlation between the NNAT and the WLPB-R subtests. The third question concentrated on the difference in performance on the NNAT and WLPB-R subtests by two student groups, those identified and those not identified GT using the HBGSI. The study determined that the students identified GT performed statistically significantly different on the NNAT than those not identified GT. The fourth question centered on the difference in performance on the HBGSI of students enrolled in a transitional bilingual education (TBE) and those enrolled in an English as a second language (ESL) classroom. The results of my study showed that students in a TBE classroom performed statistically significantly different on five HBGSI clusters (Social & Academic Language, Familial, Collaboration, Imagery, and Creative Performance) than students in ESL classroom. The study’s results were analyzed, interpreted and discussed in this dissertation.
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Lindo, Myriam. "Differences in English Language Proficiency Growth: A Possible Indicator of Giftedness for English Learners." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7330.

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The disproportionality of culturally and linguistically diverse learners in exceptional education is an ongoing issue (Bernal, 2002; Ford, 2012). One of these special populations is that of English learners (ELs), who are overrepresented in special education programs and underrepresented in gifted and talented programs (Ford, 2012).The extant literature suggests that a rapid rate of growth in English language proficiency (ELP) may be one of the characteristics used to indicate giftedness in English learners (Brulles, Castellano, & Laing, 2011; Harris, Plucker, Rapp, & Martinez, 2009). However, no studies have analyzed English Language proficiency (ELP) growth trajectories of gifted ELs. This study explored the growth in English language proficiency of 4,558 ELs, of which 118 were identified as gifted. Scores from the Comprehensive English Language Learning Assessment (CELLA), were used to determine their typical English language proficiency growth trajectories of ELs. This was done using latent growth curve modeling. The growth trajectories were then analyzed to determine if differences existed in the trajectories of ELs identified as gifted. The findings were that differences did exist in the English language proficiency growth of ELs identified as gifted, particularly in the areas of listening/speaking and writing, where gifted ELs seem to grow at a more rapid rate than their non-identified peers.
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Nichol, Kathy P. "English Language Learners and Gifted Identification| Exploring the Perceptions of Teachers and Parents." Thesis, Northcentral University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3575237.

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<p>The demographics of public schools in the United States have changed over recent years to include millions of English language learners (ELLs), students whose first language is not English and who demonstrate limited proficiency in English. During this same time period, school personnel have struggled to identify ELLs for gifted programs because of language and cultural barriers. The problem addressed in this study was that researchers do not have a clear understanding of why or how some ELLs are being identified for gifted programs despite the documented difficulty with gifted identification of ELLs. Using a qualitative method and embedded single-case study design with a school district's gifted identification process for Spanish-speaking ELLs as the main unit of analysis, the purpose of this study was to explore the ways in which three Spanish-speaking ELLs in a southeastern U.S. school district were identified for a gifted program. Data sources included in-depth interviews with nine teachers and three parents of these students, and a document analysis of state-required gifted characteristics checklists completed by these teachers during the gifted referral process. Data were analyzed and coded to identify patterns related to how these Spanish-speaking ELLs were identified for the gifted program in the school district. From the coded themes, the four patterns of rapid learner, translation abilities, problem solving and creative thinking skills, and motivation emerged as key factors in the school district's gifted identification process for Spanish-speaking ELLs based on teacher interviews, parent interviews, and document review of the gifted characteristics checklists. Recommendations based on the findings included creation of additional gifted checklists that incorporated the characteristics of translation skills, rapid progress in English acquisition, and leadership in the ESL classroom as criteria in the gifted identification process for Spanish-speaking ELLs, professional development for teachers in how to use these factors in the process of identifying gifted Spanish-speaking ELLs, and parent meetings and personal communication to ensure parents of ELLs understand the gifted referral and identification process in the district. Recommendations for future research included studies of other school districts' gifted identification processes for ELLs and studies of the gifted identification process for ELLs from other countries and cultures. </p>
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Alkhannani, Badriah. "An exploration of the educational experiences of gifted English language learners in the Saudi context." Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/8286/.

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The Arabic language and the Islamic faith can be considered the cultural centres of life in the Kingdom of Saudi Arabia (KSA). However, English has often been linked to modernisation and development. The KSA is one of the countries that is in possession of oil reserves, and most of laborers that work in this area are native English speakers or English- speaking Saudi nationals. This economic development has increased the demand for English language acquisition by Saudi citizens. As a result, the English language has become very important in the KSA. Therefore, there would presumably be support for and interest in gifted English language learners (GELLs). However, there are concerns about supporting GELLs in the KSA. The focus of gifted education has remained on science, technology, engineering and mathematics (STEM) subjects. While the acknowledgement of gifted learners within STEM subjects and the considerable educational efforts that are being made to support them are a positive development, these efforts needs to extend beyond STEM subjects to the rest of the subjects. For example, there is a paucity of research investigating the best practices for identifying and supporting GELLs in the Saudi Arabian context. The current study focuses on four aspects of teaching GELLs: teacher attitude, the identification of GELLs, practice and support for GELLs. Teacher attitude underpins the learning and teaching process and appears to be closely linked to identification. The government of the KSA requires that schools identify gifted learners, so understanding how teachers and head teachers identify gifted individuals, particularly GELLs, is an important aim of this study. Strategies for supporting gifted learners are widely used in STEM subjects in the KSA, but little is known about how or even if English as foreign language (EFL) teachers utilise such strategies for GELLs within the classroom. The current study seeks to better understand classroom practice for GELL in the EFL classroom in the KSA. There is a need to ensure that the support offered to GELLs is appropriate, so exploring the views of GELLs in EFL classrooms concerning the kind of support they perceive they require and the kind of support they perceive they currently receive is an important aspect of the study. This study presents findings from: a) a questionnaire that was completed by 100 EFL teachers, b) classroom observations of 10 EFL classes, c) 10 semi-structured interviews with head teachers, d) 10 semi-structured interviews with EFL teachers and e) four focus group sessions held with groups comprising five GELLs each in six Saudi female secondary schools in Almadinah City. The findings of the questionnaires filled out by EFL teachers indicate that many of them hold positive attitudes towards GELLs, though these views do not always translate into practice. The analysis of the data gathered through the classroom observations demonstrates that the most relevant teaching practices currently used by EFL teachers in this study relate to curriculum planning and delivery in their EFL classes. The findings also suggest that EFL teachers are the primary identifiers of GELLs, which is problematic because a lack of official documentation combined with EFL teachers’ beliefs and attitudes may result in the potential mis- or nonidentification of GELLs. The views of the GELLs who participated in the focus group sessions show that additional support regarding EFL classes is required, including, for example, the development and provision of more interesting and relevant topics and resources. Throughout the thesis, the role of the teacher is identified as crucial for offering appropriate learning experiences for GELLs. One major recommendation of this study is the need for the development of effective teacher education and training in both teaching the English language and teaching gifted learners (including GELLs). This training could occur on two levels. First, this training could occur during initial teacher education to ensure that ideas about supporting the learning of all are included in courses. Second, this training could occur as a part of continuing lifelong professional development to all educators. In this way, teachers and head teachers will continue to engage in learning about learning once they are practicing teachers. In order to the policy and practice to support GELLs, head teachers and teachers need the autonomy to manage different aspects of school, including classroom practice, pedagogies and curricula in order to meet the needs of learners, including GELLs.
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Svegreus, Sandra. "Are we forgetting the gifted students? : How English teachers work with gifted students in Swedish upper secondary schools." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-55230.

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The aim of this qualitative study is to investigate how upper secondary school teachers in Sweden identify and, if they do, support gifted students. Semi-structured interviews were conducted to collect data from seven upper secondary school English teachers in Sweden. The results show that the teachers are able to identify gifted students after they perform certain tests or tasks. All teachers state that it is important to give gifted students the necessary help and attention they need. The methods that were used to support the gifted students were to have flexible assignments that could be adjusted to the individuals’ needs or to provide the gifted students with extra assignments. The teachers state that they find it difficult to meet the needs of the gifted students due to lack of time and because the needs of struggling students are prioritized by the system. In conclusion, the teachers agree that education should be adjusted to all of the students’ different needs, including the ones of the gifted students. It has been reported by the participating teachers that they try to achieve this, yet they are concerned with the availability of their resources and time.
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Fohl, Jr George Christopher. "The Influence of Universal Screening Measures on the Diversity of Students Found Eligible for Gifted Education Program Services." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103229.

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Underrepresentation among those identified for gifted programs has been a concern in the field of gifted education for over a century, affecting students of color, students with disabilities, English language learners, and economically disadvantaged students. Universal screening has emerged as a possible strategy to increase referrals of students from underrepresented populations and to produce gifted population demographics more reflective of total student enrollment. The purpose of this study was to investigate the influence of universal screening measures on the diversity of students found eligible for gifted education services. The study examined the following research questions: 1. What is the relationship between a referral source and the gifted identification of elementary school students? 2. To what extent do universal screening measures influence the diversity of students eligible for gifted education services? This study used existing referral and eligibility data of elementary school students in a medium-sized school district who were administered a universal screening measure during the 2019-2020 school year. Pearson chi-square tests with Yates' continuity correction were used to determine the existence of possible associations between referral source and gifted identification status, and Cramér's V was used as a measure of effect size. Referral rates, accuracy, and effectiveness of referral sources were also computed. Across all demographic groups, universal screeners referred more students than any other referral source, and the highest number of students identified gifted after the full gifted evaluation came from universal screener referrals. Teacher referrals and universal screener referrals produced the most diverse identified gifted results after evaluation. Universal screeners displayed the highest referral rates and were the most accurate and effective referral source across all demographic groups. This study provides the field of gifted education further research on universal screening, and the findings of this study provide educational leaders data to inform practice. Implications for school and district leaders involve multiple stakeholders and address different areas to promote diversity among the gifted student population. The implications center on parent and community engagement, professional learning, best practices in gifted education, and evaluation of gifted identification processes.<br>Doctor of Education<br>Historically, students of color, students with disabilities, English language learners, and economically disadvantaged students have been underrepresented in gifted programs. Universal screening has emerged as a potential practice to refer more students from underrepresented populations and consequentially identify a more diverse gifted population, but few studies exist to support adoption of the practice and to justify the financial expense and amount of instructional time devoted to administering the assessments. This study used existing data of elementary school students in a medium-sized school district who were administered a universal screening measure to investigate the influence of universal screening measures on the diversity of students found eligible for gifted education services. Possible associations between referral source and gifted status were determined, and referral rates, accuracy and identification rates, and effectiveness of various referral sources were calculated. Across demographic groups, universal screeners referred more students than any other referral source, and the highest number of students identified gifted after the full gifted evaluation resulted from these referrals. Teacher referrals and universal screener referrals were found to produce the most diverse identified gifted populations after evaluation; universal screeners displayed the highest referral rates and were the most accurate and effective referral source across all demographic groups. This study adds further research on universal screening to the field of gifted education, and the findings of this study provide educational leaders information regarding the effectiveness of universal screening to translate into institutional practice.
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Silva, Frank L. "ENHANCING LANGUAGE DEVELOPMENT FOR ENGLISH LEARNERS." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/253.

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Previously accepted and current research has been reviewed regarding the development of English proficiency for English Language Learners. The particular areas of concern deemed crucial for language development are the domains of reading, writing, listening and speaking. The critical components for effective English Language Development instruction as well as the strategies considered the most effective and efficient were also investigated. The review resulted in the creation of an English Language Development unit that includes the essential components and various strategies that are considered effective in developing English proficiency for English Language Learners.
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McKenzie, Lolita D. "Scaffolding English Language Learners' Reading Performance." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/955.

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English language learners (ELLs) spend a majority of their instructional time in mainstream classrooms with mainstream teachers. Reading is an area with which many ELLs are challenged when placed within mainstream classrooms. Scaffolding has been identified as one of the best teaching practices for helping students read. ELL students in a local elementary school were struggling, and school personnel implemented scaffolding in an effort to address student needs. The purpose of this mixed methods study was to examine how personnel in one diversely populated school employed scaffolding to accommodate ELLs. Vygotsky's social constructivist theory informed the study. Research questions were designed to elicit the teachers' perceptions related to the use of scaffolding for ELLs and to examine the impact scaffolding had on ELLs reading performance. The perceptions of 14 out of 15 participating teachers were investigated via focus group interviews that were transcribed. Observation data were gathered to determine teachers' use of particular strategies. Hatch's method for coding and categorical analysis was used. Emerging themes included background knowledge, comprehension and evaluation. Participating teachers felt scaffolding strategies were crucial for building a solid foundation for ELL academic success. Pre and posttest scores in reading of 105 ELLs were analyzed using a paired samples t test. There were statistically significant gains in 13 of 15 performance indicators over the 3-month cycle of instruction. Implications for social change include strategies for classroom teachers and their administrators concerning scaffolding reading instruction with ELLs in order to help these students increase their reading performance levels.
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Brown, Kelly Picard. "Effective Instruction for English Language Learners." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7860.

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The problem addressed in this study is that English Language Learners (ELLs) in a California school district are not meeting the targeted yearly grade level expectations or making the same progress as non-ELL students. Meeting this goal will help close the achievement gap between ELLs and their native-English speaking peers. The purpose of the qualitative study was to explore the local problem and identify how teachers provided academic instruction to support ELLs with academic instruction and investigate perceived causes of the inadequate progress in learning English and the academic content. The research was guided by Vygotsky's theory of development and the social/cognitive interactions with Ladson-Billings' approach to cultural relevance. These theories support how teachers and students maintain an active cognitive and social learning approach. The qualitative study investigated teachers' instructional practices for ELLs through classroom observations and interviews. Purposeful sampling identified 12 potential participants who met the criteria of providing ELL instruction. Four ELL teachers participated through observations and interviews. The data analysis examined, identified, and interpreted themes. Data saturation was reached as no new themes emerged. The following 4 themes resulted: (a) classroom environment, (b) curriculum content, (c) academic language, and (d) differentiation. A 3-Day PD was designed to guide future ELL pedagogy and strategic activity to promote social change by providing educators opportunities to practice research based ELL instructional approaches to teaching. The end goal is for improved academic and social achievements for ELL students.
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Books on the topic "Gifted English language learners"

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Assessing English language learners. National Education Association, 2003.

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Khan, Tariw Ali. New English learners. Dogar publishers, 2002.

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de Oliveira, Luciana, and Melanie Shoffner, eds. Teaching English Language Arts to English Language Learners. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59858-5.

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Vásquez, Anete. Teaching language arts to English language learners. Routledge, 2010.

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L, Hansen Angela, and Smith Philip C, eds. Teaching language arts to English language learners. Routledge, 2010.

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Vásquez, Anete. Teaching Language Arts To English Language Learners. Routledge, Taylor & Francis Group, 2013.

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Vásquez, Anete. Teaching language arts to English language learners. Routledge, 2010.

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Teaching adult English language learners. Krieger Pub. Co., 2005.

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1923-, Quinn Mary Ellen, ed. Science for language learners. Prentice Hall Regents, 1989.

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Fathman, Ann K. Science for language learners. Prentice-Hall, 1989.

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Book chapters on the topic "Gifted English language learners"

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Felder, Monique T., Gloria D. Taradash, Elise Antoine, Mary Cay Ricci, Marisa Stemple, and Michelle Byamugisha. "Gifted English Language Learners." In Increasing Diversity in Gifted Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003235767-4.

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Horak, Anne K., Beverly D. Shaklee, and Rebecca L. Brusseau. "Finding Gifted English Language Learners:." In Best Practices in Professional Learning and Teacher Preparation. Routledge, 2021. http://dx.doi.org/10.4324/9781003233268-13.

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Brulles, Dina, Jaime A. Castellano, and Peter C. Laing. "Identifying and Enfranchising Gifted English Language Learners." In Special Populations in Gifted Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003238157-16.

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Harris, Bryn. "Cross-Cultural Perspectives on Gifted Education." In Talent Development for English Language Learners. Routledge, 2021. http://dx.doi.org/10.4324/9781003238461-3.

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Farah, Yara N., and Lindsay M. Nixon. "Dynamic Teaching in English Language Arts." In Assessment of Gifted and High-Ability Learners. Routledge, 2021. http://dx.doi.org/10.4324/9781003233114-9.

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Campbell, Mary C. "Listen." In Identifying and Supporting Gifted English Language Learners. Routledge, 2021. http://dx.doi.org/10.4324/9781003235668-4.

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Campbell, Mary C. "Teach." In Identifying and Supporting Gifted English Language Learners. Routledge, 2021. http://dx.doi.org/10.4324/9781003235668-6.

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Campbell, Mary C. "Act." In Identifying and Supporting Gifted English Language Learners. Routledge, 2021. http://dx.doi.org/10.4324/9781003235668-5.

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Campbell, Mary C. "Support." In Identifying and Supporting Gifted English Language Learners. Routledge, 2021. http://dx.doi.org/10.4324/9781003235668-2.

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Campbell, Mary C. "Plan." In Identifying and Supporting Gifted English Language Learners. Routledge, 2021. http://dx.doi.org/10.4324/9781003235668-3.

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Conference papers on the topic "Gifted English language learners"

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Syaputri, Wuri. "First Language Morphological Interference of English Language Learners (EFL)." In Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icla-18.2019.101.

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Syahid, Ahmad Habibi, Anita, Mohamad Rohman, Ida Nursida, and Afif Suaidi. "Metalinguistic Awareness and Individual Language Learners in Foreign Language Learning." In English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009431700410048.

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Nersesian, Eric, Adam Spryszynski, Ulysee Thompson, and Michael Lee. "Encompassing English Language Learners in Virtual Reality." In 2018 IEEE International Conference on Artificial Intelligence and Virtual Reality (AIVR). IEEE, 2018. http://dx.doi.org/10.1109/aivr.2018.00047.

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Madnani, Nitin, Jill Burstein, John Sabatini, Kietha Biggers, and Slava Andreyev. "Language Muse: Automated Linguistic Activity Generation for English Language Learners." In Proceedings of ACL-2016 System Demonstrations. Association for Computational Linguistics, 2016. http://dx.doi.org/10.18653/v1/p16-4014.

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Laghos, Andrew, and Panayiotis Laghos. "MUSIC FOR LANGUAGE LEARNING: THE OPINIONS OF ENGLISH LANGUAGE LEARNERS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0242.

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Girginer, Handan. "English language learners’ self-efficacy and their achievement." In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l312170.

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Türkay, Selen, Hadas Eidelman, Yigal Rosen, Daniel Seaton, Glenn Lopez, and Jacob Whitehill. "Getting to Know English Language Learners in MOOCs." In L@S 2017: Fourth (2017) ACM Conference on Learning @ Scale. ACM, 2017. http://dx.doi.org/10.1145/3051457.3053987.

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Yang, Zhanli. "Strategies of Improving Spoken English for Learners." In International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-14). Atlantis Press, 2014. http://dx.doi.org/10.2991/icelaic-14.2014.84.

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Zhang, Aihui, Hui Feng, Siyu Wang, and Jianwu Dang. "Relationship between perception and production of English vowels by Chinese English learners." In 2016 10th International Symposium on Chinese Spoken Language Processing (ISCSLP). IEEE, 2016. http://dx.doi.org/10.1109/iscslp.2016.7918479.

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Suarez, Enrique, and Valerie Otero. "3rd grade English language learners making sense of sound." In 2012 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2013. http://dx.doi.org/10.1063/1.4789738.

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Reports on the topic "Gifted English language learners"

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Blumenthal, Laura. Self-Efficacy in Low-Level English Language Learners. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1621.

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O’ Brien, Gisela, Magaly Lavadenz, and Elvira Armas. Project-Based Learning for English Learners: Promises and Challenges. CEEL, 2014. http://dx.doi.org/10.15365/ceel.article.2014.1.

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In this article the authors explore project-based learning (PBL) as an avenue for meeting the needs of English learners against the backdrop of both the 2010 California Common Core State Standards and the 2012 English Language Development Standards. They begin with a definition and brief history of PBL. The authors then propose and expanded version of PBL that considers the unique linguistic needs of ELs and conclude with two promising examples from two California school districts.
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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.
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Dodici, Adria. The Relationship Between Teachers' Multicultural Attitudes and Their Instructional Practice with English Language Learners: A Mixed Method Study. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.141.

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DuBois, Elizabeth. The Voices of Special Educators: How Do Special Educators Teach English Language Learners Who are Receiving Special Education Services? Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5522.

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Lavadenz, Magaly, Elvira Armas, and Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

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&lt;p&gt;In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3&lt;sup&gt;rd&lt;/sup&gt; and 7&lt;sup&gt;th&lt;/sup&gt; grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.&lt;/p&gt;
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Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.

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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School District to provide professional development both in person and online to TK teachers on implementing Dialogic Reading practices and highlights a few of the participating teachers. This article has implications for expanding the reach of professional development for TK teachers through innovative online modules.
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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.
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Bailey, Audrey. The Effect of Extended Instruction on Passive Voice, Reduced Relative Clauses, and Modal Would in the Academic Writing of Advanced English Language Learners. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.3194.

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