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Journal articles on the topic 'Gifted English language learners'

Author: Grafiati

Published: 2 July 2021

Last updated: 8 February 2022

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1

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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6

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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11

Hamilton, Rashea, Daniel Long, D. Betsy McCoach, et al. "Proficiency and Giftedness: The Role of Language Comprehension in Gifted Identification and Achievement." Journal for the Education of the Gifted 43, no. 4 (2020): 370–404. http://dx.doi.org/10.1177/0162353220955225.

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English learners (ELs) are the fastest growing population of students in the United States and currently represent nearly 10% of public school enrollment; however, they also constitute less than 3% of gifted program enrollment in these schools. Although an increasing number of studies explore this underrepresentation, research that specifically examines the role of language proficiency in gifted identification is limited. This study explored the role of several factors on ELs’ time to reclassification (the point at which students are considered to have reached language proficiency and are no longer classified as ELs) and, in turn, being identified for gifted services. The findings suggested notable demographic and socioeconomic influences on the time to reclassification of ELs. Students who were reclassified earlier tended to be enrolled in schools with more gifted students and had a greater probability of being identified as gifted.

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12

Peer, Lindsay, and Susan Tresman. "Dyslexic and Gifted: Are the Two really Compatible? And How Can these Learners be Nurtured?" Gifted Education International 20, no. 1 (2005): 29–35. http://dx.doi.org/10.1177/026142940502000106.

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For many years people questioned the very existence of dyslexia. Comments muttered under the breath implying that middle class parents were using the word ‘dyslexia’ as an excuse for poor performance were not uncommon. The thought that a child could realistically be both dyslexic and gifted was inconceivable! As for those who were from non-white backgrounds - dyslexia was simply not considered a possibility! At a SCAA conference (late 1990s) on English as an Additional Language, issues relating to dyslexia and to high I.Q. were not explicitly included when debating and defining future government policy on language and literacy acquisition for this large minority of learners. Today, attitudes and understanding have moved on. There is much research in areas of science, health and education which proves both the existence of the condition and offers a way forward through effective practice. As a result of this, Government policies and practice have changed in many parts of the world and the place of the dyslexic learner is now recognised. Practitioners and psychologists know that learners can be gifted in certain aspects of their thinking and learning whilst still struggling to put pen to paper.

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Harris, Bryn, Kelly E. Rapp, Rebecca S. Martínez, and Jonathan A. Plucker. "Identifying English Language Learners for Gifted and Talented Programs:Current Practices and Recommendations for Improvement." Roeper Review 29, no. 5 (2007): 26–29. http://dx.doi.org/10.1080/02783193.2007.11869221.

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Coronado, Jennifer M., and Katie D. Lewis. "The Disproportional Representation of English Language Learners in Gifted and Talented Programs in Texas." Gifted Child Today 40, no. 4 (2017): 238–44. http://dx.doi.org/10.1177/1076217517722181.

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Srinivas Rao, Parupalli. "The Effective use of Authentic Materials in the English Language Classrooms." Shanlax International Journal of Arts, Science and Humanities 7, no. 1 (2019): 1–8. http://dx.doi.org/10.34293/sijash.v7i1.556.

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Due to the technological innovations, the twenty-first century has witnessed tremendous changes in all walks of life. The new technology abetted the extant educational system and it gifted the contemporary educational system with a newfangled drift. As a result, there have been several innovations in the field of education and English has no exception. The concept of teaching English has drastically changed and the present generation of teachers as well as the learners depend more on the latest technology that brings a greater change in teaching and learning. In the modern world, the teachers of English have been using a variety of teaching materials in order to satisfy the needs and interests of the learners. In this process, they also go for the authentic materials in addition to the prescribed textbooks with an aim to improve the standards of the learners and to develop their learners’ language skills enormously in the regular English classrooms. According to Peacock (1997), “Authentic materials are more motivating for students, even lower level students, than artificial materials”. Furthermore, Briton (1991 cited in Qura, 2001) states, “Authentic materials relate more closely to learners’ need, for they build a connection between the language classroom and the outside world. The teachers have to use all the available authentic materials such as newspapers, magazines, story books, movies, radio, TV ads, songs, label products, bus or train timetables, realia like phones and dolls so that the learners show more interest towards their leaning. As authentic materials play a vital role in promoting the learners’ learning and creates interests among learners to learn the English language in a natural way with proper motivation, the teachers of English should use these authentic materials in their day-to-day teaching profession. The present paper brings to light to the effective use of authentic materials by the teachers in the English language classrooms. For this purpose, this paper initially discusses the advantages of authentic materials in the field of education. Then this paper brings out the importance of the authentic materials that are used in the English language classrooms. Later, this paper emphasizes primarily on the effective use of the authentic materials and how they assist the teachers in their teaching and also how they help the learners to learn English in a better and easier way. Finally, this paper gives some expedient hints both to the teachers and the learners of English to how improve their teaching and learning skills colossally using the authentic materials in the English classrooms.

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Bang, Jyun. "Metacognitive Reading Strategy Use in L1 and L2 Reading Between General Middle School Learners and Gifted English Language Learners." Advanced Science Letters 23, no. 10 (2017): 10451–55. http://dx.doi.org/10.1166/asl.2017.10472.

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17

Eun, Barohny. "The culturally gifted classroom: a sociocultural approach to the inclusive education of English language learners." Educational Psychology in Practice 32, no. 2 (2016): 122–32. http://dx.doi.org/10.1080/02667363.2015.1116060.

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18

Card, David, and Laura Giuliano. "Universal screening increases the representation of low-income and minority students in gifted education." Proceedings of the National Academy of Sciences 113, no. 48 (2016): 13678–83. http://dx.doi.org/10.1073/pnas.1605043113.

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Low-income and minority students are substantially underrepresented in gifted education programs. The disparities persist despite efforts by many states and school districts to broaden participation through changes in their eligibility criteria. One explanation for the persistent gap is that standard processes for identifying gifted students, which are based largely on the referrals of parents and teachers, tend to miss qualified students from underrepresented groups. We study this hypothesis using the experiences of a large urban school district following the introduction of a universal screening program for second graders. Without any changes in the standards for gifted eligibility, the screening program led to large increases in the fractions of economically disadvantaged and minority students placed in gifted programs. Comparisons of the newly identified gifted students with those who would have been placed in the absence of screening show that Blacks and Hispanics, free/reduced price lunch participants, English language learners, and girls were all systematically “underreferred” in the traditional parent/teacher referral system. Our findings suggest that parents and teachers often fail to recognize the potential of poor and minority students and those with limited English proficiency.

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Suh, Emily, Lisa Hoffman, Donna L. Albrecht, and Scott Wade. "Promoting Student Voice and Choice: Examples from a Secondary EL Classroom Project." INTESOL Journal 16, no. 1 (2019): 1–33. http://dx.doi.org/10.18060/23598.

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A creative reflection project was designed and implemented for English learners in a newcomer high school class using instructional strategies which are often reserved for classes with gifted students. The researchers designed the project around two principles which are also hallmarks of high ability curriculum design: 1) an assumption that emerging multilingual students have high abilities and unrecognized talents, and 2) a commitment to students using their own agency to show their learning. We consider connections between instructional strategies used by English language learning specialists and high ability education specialists. The resulting asset-based project was aligned with the WIDA framework to support differentiation and assessment. This article discusses the successes and struggles that came from implementing this project with secondary English learners. We also share the materials created for this unit as well as considerations for other educators who might consider adapting or implementing a similar project.

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20

Al-Khasawneh, Fadi Maher, and Mohammad Ahmad Al-Omari. "Motivations towards Learning English: The Case of Jordanian Gifted Students." International Journal of Education 7, no. 2 (2015): 306. http://dx.doi.org/10.5296/ije.v7i2.7699.

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<p>The present study aimed at investigating the motivational orientations of Jordanian gifted<br />school students in Ajloun governorate. For this purpose, 51 students from King Abdullah II in<br />Ajloun governorate participated in this study. Data was collected through a questionnaire<br />contained 20 items asking about the motivational level and orientation of learners. The<br />questionnaire was adapted from Gardner’s (1985) AMTB (Attitude, Motivation Test Battery)<br />questionnaire. The researchers used descriptive statistics for identifying the students’ level of<br />motivation towards learning English. Independent samples T-test was used to investigate the<br />differences in the level of motivation according to gender. The findings revealed that the<br />students were highly motivated towards learning English language with higher scores<br />reported for the sake of instrumental motivation. Female students reported higher level of<br />motivation than male students with no statistically significant differences recorded<br />concerning this. Based on the results, some of the implications were presented and discussed.</p>

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Pereira, Nielsen. "Finding Talent Among Elementary English Learners: A Validity Study of the HOPE Teacher Rating Scale." Gifted Child Quarterly 65, no. 2 (2021): 153–66. http://dx.doi.org/10.1177/0016986220985942.

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The purpose of this study was to investigate the validity of the HOPE Scale for identifying gifted English language learners (ELs) and how classroom and English as a second language (ESL) teacher HOPE Scale scores differ. Seventy teachers completed the HOPE Scale on 1,467 students in grades K-5 and four ESL teachers completed the scale on 131 ELs. Measurement invariance tests indicated that the HOPE Scale yields noninvariant latent means across EL and English proficient (EP) samples. However, confirmatory factor analysis results support the use of the scale with ELs or EP students separately. Results also indicate that the rating patterns of classroom and ESL teachers were different and that the HOPE Scale does not yield valid data when used by ESL teachers. Caution is recommended when using the HOPE Scale and other teacher rating scales to compare ELs to EP students. The importance of invariance testing before using an instrument with a population that is different from the one(s) for which the instrument was developed is discussed.

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Tang, Shifang, Fuhui Tong, and Xiuhong Lu. "Gifted and Talented Services for EFL Learners in China: A Step-by-Step Guide to Propensity Score Matching Analysis in R." Data 4, no. 3 (2019): 119. http://dx.doi.org/10.3390/data4030119.

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We sought to quantify the effectiveness of a gifted and talented (GT) program, as was provided to university students who demonstrated a talent for learning English as a foreign language (EFL) in China. To do so, we used propensity score matching (PSM) techniques to analyze data collected from a tier-1 university where an English talent (ET) program was provided. Specifically, we provided (a) a step-by-step guide of PSM analysis using the R analytical package, (b) the codes for PSM analysis and visualization, and (c) the final analysis of baseline equivalence and treatment effect based on the matching sample. Collectively, the results of descriptive statistics, visualization, and baseline equivalence indicate that PSM is an effective matching technique for generating an unbiased counterfactual analysis. Moreover, the ET program yields a statistically significant, positive effect on ET students’ English language proficiency.

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McCoy, Kathleen, and Sarup Mathur. "Differentiation in the Digital-Based Classroom: A Universal Design Approach for Inclusive Settings in Middle Schools." Journal of Education and Development 1, no. 1 (2017): 1. http://dx.doi.org/10.20849/jed.v1i1.219.

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Teachers across the world have become barraged with various techniques to meet the educational needs of multiple subgroups, e.g., autistic, behavior disorders, English Language Learners (ELL), gifted. They have the responsibility of creating environments in which learners become more knowledgeable and skilled from the time when they entered the classroom. For the current and future generations of learners and their teachers, the emergence of technology has created new prospects for accommodating the learning styles of diverse classrooms. The versatility of technology can be used to organize and design material that promotes successful acquisition and retention of expected middle school content within the inclusive settings. In this paper, the authors provide a greater understanding of how technology can be an effective change agent for learning in middle school inclusive settings. Suggestions are included for teachers’ capacity building to integrate technology to accommodate diverse student learning needs and styles.

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Deshors, Sandra C. "A case for a unified treatment of EFL and ESL." English World-Wide 35, no. 3 (2014): 277–305. http://dx.doi.org/10.1075/eww.35.3.02des.

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This multifactorial corpus-based study focuses on dative alternation constructions (Mark gave his daughter a gift versus Mark gave a gift to his daughter) and contrasts 1,313 give occurrences in ditransitive and prepositional dative constructions across native, learner (EFL) and world (ESL) Englishes. Using cluster analysis and regression modeling, I analyze how grammatical contexts constrain syntactic choices in EFL and ESL and how speakers with different instructional backgrounds develop different variation patterns in their own English variety. The regression model reveals that the English variety factor accounts significantly for syntactic variation. In addition, the study identifies a prototypical prepositional dative construction in non-native English, which serves as a default construction for learners in more complex grammatical contexts. This study stresses the importance of reaching beyond structural linguistic differences by investigating processing (dis)similarities between EFL and ESL and shows the usefulness of a cognitive theoretical framework as a unified approach to cross-varietal variation.

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Dematthews, David E., and Elena Izquierdo. "Authentic and Social Justice Leadership: A Case Study of an Exemplary Principal along the U.S.-Mexico Border." Journal of School Leadership 27, no. 3 (2017): 333–60. http://dx.doi.org/10.1177/105268461702700302.

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Few researchers have sought to merge authentic and social justice leadership or investigate how each can be applied together to address the current school reform and social justice challenges associated with high-stakes accountability. This article presents a qualitative case study of authentic and social justice leadership practices of one exemplary principal working along the U.S.–Mexico border and how she nurtured, inspired, and motivated teachers and families to create innovative and inclusive programs to meet the needs of all students, especially Mexican American English language learners (ELLs). Two micro-cases are presented to examine the principal's role in founding a gifted and talented dual language program for ELLs and a merger with a low-performing school. Additional findings describe how the principal developed strategic relationships and motivated families to advocate for social justice. In doing so, this article highlights areas where authentic and social justice leadership support effective practices and mitigate obstacles to adopting equity-oriented reforms. Implications are discussed which include new directions for future research and principal preparation programs.

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Moon, Tonya R., and Catherine M. Brighton. "Primary Teachers' Conceptions of Giftedness." Journal for the Education of the Gifted 31, no. 4 (2008): 447–80. http://dx.doi.org/10.4219/jeg-2008-793.

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This article focuses on the first phase of a recent National Research Center on Giftedness and Talented (NRC/GT) project, which used survey research to target a disproportionate nationally stratified random sample of primary grade teachers about their beliefs and practices related to talent development in young children and their responses to case studies describing four different types of students—one easily identified as gifted from a traditional paradigm; the others manifested talents masked by some other factor—poverty, language status, or concurrent social/emotional needs. The mixed-method survey design facilitated triangulation of findings to better understand the contextual factors that influence primary grade teachers' perceptions and behaviors. Findings indicate that primary grade teachers continue to hold traditional conceptions of talent that shapes how they view cultural minority students, nonnative English speakers, and children with other exceptionalities. These beliefs influence the types of academic, social, and programmatic interventions they believe diverse primary grade learners need, often seeing the deficits before identifying the talents.

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Jozwik, Sara, and Yojanna Cuenca-Carlino. "Promoting Self-Advocacy Through Persuasive Writing for English Learners With Learning Disabilities." Rural Special Education Quarterly 39, no. 2 (2019): 82–90. http://dx.doi.org/10.1177/8756870519892883.

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Constructing written text in English can be a challenging endeavor for all students, but it holds particular challenges for English Language Learners (ELLs) with learning disabilities (LD). For this reason, effective instruction needs to recognize the gifts of emergent bilingualism and respond to the challenges that ELLs with LD bring to the task of writing. In this article, we explore the benefits of using self-regulated strategy development (SRSD) writing instruction and establish its relevance for supporting the diverse strengths and needs of ELLs with LD in rural settings. First, we highlight the benefits of SRSD instruction. Then, we offer three main connections between the SRSD framework and research-based practices for teaching ELLs in general. Subsequently, we describe ways to individualize SRSD instruction to meet the needs of ELLs with LD. Finally, we walk through an instructional sequence (including lesson plans and scaffolds) to demonstrate how SRSD persuasive writing instruction can be used to promote self-advocacy skills in rural classrooms that include ELLs with LD.

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TUMASANG, Solange SWIRI. "How Fear Affects EFL Acquisition: The Case of “Terminale” Students in Cameroon." Journal of English Language Teaching and Applied Linguistics 3, no. 4 (2021): 63–70. http://dx.doi.org/10.32996/jeltal.2021.3.4.9.

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Despite the growing interest in investigating and exploring potential causes and the manifestation of language anxiety amongst EFL learners, the potential sources of this complicated phenomenon have not been widely researched and identified in the Cameroonian context. Horwitz and Young (1991, P.14) state, “we have been truly surprised at the number of students who express anxiety and distress in their language class”. This paper sets out to investigate the potential causes of fear, its manifestation and the possible recommendation to salvage this problem that significantly affects EFL acquisition in final year secondary students of the French subsystem (Terminale) of education in Cameroon. The theoretical framework for this study is the foreign language anxiety scale as established by Horwitz et al. (1986). Data collection involves participant observation and a questionnaire administered to 100 students. The findings revealed that Cameroonian EFL learners experience a very high level of fear, ranging from communication apprehension and fear of a negative evaluation. The conclusion points out that fear is due to the non-mastery of basic structures and therefore questions the appropriateness of the approach used in teaching EFL in Cameroon. The paper proposes possible strategies to effectively teach EFL that will reduce language anxiety and promote self-confidence in the learners. Fighting against erroneous beliefs such as “C’est Dieu qui donne l’anglais” (English is a gift from God) will also help students get more implicated in learning English.

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Porter, Catherine. "Presidential Address 2009: English Is Not Enough." PMLA/Publications of the Modern Language Association of America 125, no. 3 (2010): 546–55. http://dx.doi.org/10.1632/pmla.2010.125.3.546.

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This Moment has Been Looming for Three Years Now, Ever since I heard the election results, and the complicated feelings that arose then are still in place. Amazement, first of all, because it's still hard to believe that a translator from SUNY Cortland could stand at this podium. Awe and humility, for sure, because I know something about my illustrious predecessors and how far I am from filling their shoes. A bit of sheer terror, too: I suspect that comes with the territory. But most of all, gratitude, immense gratitude, for the opportunity to collaborate with the extraordinary colleagues that make this huge, multifaceted association work so well. By colleagues I mean in particular the past two presidents and the two current vice presidents, with whom I've worked closely and from whom I've learned so much; the Executive Council members, all stars in their own right who know how to work productively as a team and have fun in the process; and especially our inspiring and gifted leader Rosemary G. Feal and her formidable staff. I can't name them all, but I want to thank them all, to acknowledge and applaud their integrity and intelligence, their creativity and commitment, their people skills and their many other skills that keep this big ship on course. The association is going through hard financial times, as you know, but we're in excellent hands, and I'm confident that we'll emerge from the ordeal leaner, perhaps, but stronger than ever.

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Elston-Güttler, Kerrie E., and Thomas C. Gunter. "Fine-tuned: Phonology and Semantics Affect First- to Second-language Zooming In." Journal of Cognitive Neuroscience 21, no. 1 (2009): 180–96. http://dx.doi.org/10.1162/jocn.2009.21015.

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We investigate how L1 phonology and semantics affect processing of interlingual homographs by manipulating language context before, and auditory input during, a visual experiment in the L2. Three experiments contained German–English homograph primes (gift = German “poison”) in English sentences and was performed by German (L1) learners of English (L2). Both reaction times and event-related brain potentials were measured on targets reflecting the German meaning of the interlingual homograph. In Experiment 1, participants viewed a pre-experiment English film, then half of the participants (n = 16) heard noise and the other half (n = 16) heard German pseudowords during the experiment; in Experiment 2, participants (n = 16) viewed a pre-experiment German film then heard noise; and in Experiment 3, participants (n = 16) viewed the pre-experiment English film then heard real German words. Those who had viewed the English film then heard noise during Experiment 1 showed no L1 influence. Those who saw the English film but heard German pseudowords during Experiment 1, or viewed the German film before and heard noise during Experiment 2, showed L1 influence as indicated by N400 priming of L1-related targets in the first half of the experiment. This suggests that a pre-experiment film in the L1 or the presence of L1 phonology during the experiment slowed down adjustment to the L2 task. In Experiment 3 with real L1 words in the background, N400 priming of L1 meanings was observed throughout the entire experiment for lower-proficiency participants. We discuss our findings in terms of context types that affect L1-to-L2 adjustment.

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Papi, Mostafa. "MOTIVATION AS QUALITY." Studies in Second Language Acquisition 40, no. 4 (2018): 707–30. http://dx.doi.org/10.1017/s027226311700033x.

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AbstractThe study examined the predictions of regulatory fit theory (Higgins, 2000) in relation to task-based incidental vocabulary learning. A total of 189 English as a second language learners completed a vocabulary pretest, a regulatory focus questionnaire, an integrated reading/writing task, and finally an unannounced vocabulary posttest. The participants were randomly assigned to two task conditions. In the gain condition, they started the task with zero points and had to gain 75 points to enter a drawing to win one of three $100 gift cards; in the loss condition, they started with 100 points and had to avoid losing more than 25 points. Multiple regression results partly supported the regulatory fit predictions. Prevention individuals learned significantly more vocabulary items in the loss condition than in the gain condition; but promotion individuals did not learn significantly more vocabulary items in the gain condition than in the loss condition. Theoretical and pedagogical implications, and future research directions are discussed.

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Carman, Carol A., Christine A. P. Walther, and Robert A. Bartsch. "Using the Cognitive Abilities Test (CogAT) 7 Nonverbal Battery to Identify the Gifted/Talented: An Investigation of Demographic Effects and Norming Plans." Gifted Child Quarterly 62, no. 2 (2018): 193–209. http://dx.doi.org/10.1177/0016986217752097.

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The nonverbal battery of the Cognitive Abilities Test (CogAT) is one of the two most common nonverbal measures used in gifted identification, yet the relationships between demographic variables and CogAT7 performance has not yet been fully examined. Additionally, the effect of using the CogAT7 nonverbal battery on the identification of diverse demographic groups based on various norming, cutoff, and modifier plans has only just begun to be explored. In this study, we analyzed the CogAT7 nonverbal battery scores of kindergartners from a very large urban school district with a high minority, low socioeconomic status, and high English language learner population to determine the relationships between demographic variables and CogAT performance. The results suggest relationships between CogAT scores and multiple demographic variables, similar to other nonverbal instruments. We also examined the effects of various norming practices, including school-level and group-specific norming, on identification using the CogAT7 nonverbal battery.

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Kitano, Margie K., and Katie S. Pedersen. "Action Research and Practical Inquiry Teaching Gifted English Learners." Journal for the Education of the Gifted 26, no. 2 (2002): 132–47. http://dx.doi.org/10.1177/016235320202600204.

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Teachers of the gifted in a highly diverse urban district frequently request information on methods for working with English learners. To meet this need, 12 teachers of the gifted who serve English learners participated in focus groups designed to glean practitioner knowledge concerning effective approaches. Participating teachers characterized gifted English learners as enthusiastic, high-level thinkers who have difficulty expressing their ideas in English. They recommended strategies consistent with identified needs and with the literature on best practices for the general population of English learners. Their examples show deft synthesis of challenge appropriate for gifted learners and research-based strategies for English learners.

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Verdugo, Richard R., and Brittney Flores. "English-Language Learners." Education and Urban Society 39, no. 2 (2007): 167–93. http://dx.doi.org/10.1177/0013124506294852.

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McCardle, Peggy, and Christy Y. Y. Leung. "English Language Learners." Topics in Language Disorders 26, no. 4 (2006): 302–4. http://dx.doi.org/10.1097/00011363-200610000-00003.

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Klopp, Susan, Lee Colman, and Linda Schinke-Llano. "Beginning Activities for English Language Learners; Intermediate Activities for English Language Learners; Advanced Activities for English Language Learners." Modern Language Journal 71, no. 4 (1987): 445. http://dx.doi.org/10.2307/328488.

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Black, Sharon. "Storytelling as Language Experience for Gifted Learners." Gifted Child Today 21, no. 6 (1998): 18–23. http://dx.doi.org/10.1177/107621759802100607.

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Moser, Kelly, Daina Zhu, Ha Nguyen, and Emily Williams. "Teaching English Language Learners." International Journal of Teacher Education and Professional Development 1, no. 1 (2018): 58–75. http://dx.doi.org/10.4018/ijtepd.2018010105.

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English language learners (ELLs) are increasingly placed in classes with mainstream teachers lacking training and experience to teach diverse populations. Rural areas are being characterized by a growing number of ELLs, challenges to attract and retain qualified educators, and budgetary constraints. One solution to this quandary is to provide all teachers with ELL-related knowledge and skills prior to certification. The purpose of this article was to explore the experiences of secondary preservice teachers across a variety of disciplines in a rural teacher education program as they learned about and implemented strategies for differentiating instructions for ELLs. The article sought to examine if a simulation experience contributed toward an inclusive view of teaching ELLs and if preservice teachers were able to apply learned strategies to lesson planning and reflection activities. By studying how these experiences impact future teachers, this study attempts to contribute to improving teacher education that ultimately leads to a better educational experience for all learners.

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LeClair, Courtney, Beth Doll, Allison Osborn, and Kristin Jones. "English language learners' and non-English language learners' perceptions of the classroom environment." Psychology in the Schools 46, no. 6 (2009): 568–77. http://dx.doi.org/10.1002/pits.20398.

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Mish, David. "Sharing Stories: English Language Learners Become English Language Authors." TESOL Journal 5, no. 1 (2014): 150–55. http://dx.doi.org/10.1002/tesj.128.

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Gubbins, E. Jean, Del Siegle, Pamela M. Peters, et al. "Promising Practices for Improving Identification of English Learners for Gifted and Talented Programs." Journal for the Education of the Gifted 43, no. 4 (2020): 336–69. http://dx.doi.org/10.1177/0162353220955241.

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The underrepresentation of English learners (ELs) in gifted and talented programs is a societal and research problem that merits investigation. Three state departments of education and their state directors of gifted programs supported our access to 16 schools across nine districts. In these three states with gifted identification and programming mandates, ELs were proportionally represented in gifted and talented programs in the 16 schools we visited. Interview data from 225 participants revealed four themes: adopting universal screening procedures, creating alternative pathways to identification, establishing a web of communication, and using professional learning as a lever for change.

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Darr, Charles. "English-language learners and validity." Set: Research Information for Teachers, no. 2 (August 1, 2013): 60–62. http://dx.doi.org/10.18296/set.0359.

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C. Daniel, Mayra. "Evaluation of English Language Learners." International Journal of Learning: Annual Review 12, no. 7 (2007): 129–36. http://dx.doi.org/10.18848/1447-9494/cgp/v14i07/45393.

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Kim-Rupnow, Weol Soon, and Peter W. Dowrick. "ACE for English Language Learners." International Journal of Learning: Annual Review 14, no. 11 (2008): 241–48. http://dx.doi.org/10.18848/1447-9494/cgp/v15i11/46007.

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Byrne, Jason, and Robert Diem. "Profiling mobile English language learners." JALT CALL Journal 10, no. 1 (2014): 3–19. http://dx.doi.org/10.29140/jaltcall.v10n1.165.

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Durán, Richard P. "Assessing English-Language Learners’ Achievement." Review of Research in Education 32, no. 1 (2008): 292–327. http://dx.doi.org/10.3102/0091732x07309372.

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Biemiller, Andrew. "Words for English-Language Learners." TESL Canada Journal 29 (October 3, 2012): 198. http://dx.doi.org/10.18806/tesl.v29i0.1117.

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It is well-established that vocabulary is the strongest predictor of reading comprehension from grades 2 or 3 on. In this article, I argue (a) that English vocabulary is acquired in a similar sequence by native-English speakers and English-language learners; and (b) that it is possible to identify words that both lower-vocabulary English-speakers and English-language learners need to acquire. At least one published listing of these needed word meanings is available.

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Adams, Cheryll M., and Rebecca L. Pierce. "Attitudes of American and English Preservice Teachers Toward Gifted Learners." Gifted and Talented International 19, no. 1 (2004): 15–23. http://dx.doi.org/10.1080/15332276.2004.11673028.

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Christian, Donna. "Dual-Language Education for English Language Learners." TESOL Quarterly 35, no. 4 (2001): 601. http://dx.doi.org/10.2307/3588433.

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Zhang, Jie, Richard C. Anderson, and Kim Nguyen-Jahiel. "Language-rich discussions for English language learners." International Journal of Educational Research 58 (January 2013): 44–60. http://dx.doi.org/10.1016/j.ijer.2012.12.003.

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