Celebrating and Cultivating Gifts and Talents in Bilingual Learners

1. Celebrating and Cultivating Gifts and Talents in Bilingual Learners Laurie Burgos Bilingual Program Instructional Coordinator Racine Unified School District October 10, 2013

2. Enduring Understandings • Gifted and talented students come from all backgrounds. • Students’ native languages and cultures are assets and resources. • We have a shared responsibility as educators to work towards equity and cross-cultural competence.

3. Essential Questions • Who are our Culturally and Linguistically Diverse (CLD) students? • How can we recognize, serve, and enfranchise our CLD gifted and talented students? • What is the link between culture and gifted education?

4. “That describes me…” • Listen to each sentence. • Stand and say, “That describes me,” if the statement pertains to you.

5. Defining Gifts & Talents According to Francois Gagné: • Giftedness refers to a superior natural ability. • Talent is an ability or skill that has been developed exceptionally well. • People start with gifts and have the chance to develop talents through a variety of catalysts. Retrieved from http://www.nagc.org/index.aspx?id=574

6. Culturally and Linguistically Diverse Students in the US Over 5,000,000 English language learners • 78% are U.S. born • Spanish-speaking students are the majority • Spanish-speaking students are a heterogeneous group • Sequential or Simultaneous bilinguals • The New American Reality Retrieved from http://www.edweek.org/ew/issues/english-language-learners/, October 7, 2013

7. Social Language L1 L2 Academic Language

8. Second Language Acquisition Social Language 6 months to 2 years L1 L2 Academic Language

9. Second Language Acquisition Social Language 6 months to 2 years L1 L2 5 to 7 years Academic Language

10. Sequential Bilinguals Social Language L1 Academic Language

11. Sequential Bilinguals Social Language 6 months to 2 years L1 L2 5 to 7 years Academic Language

12. Simultaneous Bilinguals Social Language L1 L2 Academic Language

13. The Levels of English Language Proficiency 5 BRIDGING 4 EXPANDING 3 DEVELOPING 2 BEGINNING 1 Formerly ELL ENTERING 6 6 Never ELL 7 7 Available at www.wida.us

14. Monolingual vs Multilingual Perspective

15. Dual Language Programs = Multilingual Perspective L1 & L2

16. Recognizing Gifted CLD Students • Multilingual vs Monolingual Perspective • Strengths-Based vs Deficit Lens • “True Peer” Comparison (Hamayan, et al, 2007) • Similar cultural background • Similar language proficiency level • Similar schooling history

17. Characteristics of Gifted CLD Students • Look at the list of characteristics of Gifted English Language Learners. • Which of the characteristics are specific to gifted ELLs? • How might this affect the identification process?

18. GT Identification Merit Statements for CLD Students • A student may be gifted and bilingual. • Giftedness is found in all language groups. • Students are not less intellectual or less gifted if they do not speak the majority language. • Assessment should be about identifying giftedness and not majority language ability. • , Lewis, Rivera, & Roby Identifying & Serving Culturally and Linguistically Diverse Gifted Students (2012)

19. GT Identification for CLD Students Giftedness

20. GT Identification for CLD Students Cultural and Linguistic Competence Giftedness

21. Identification of GT Bilinguals • Non-verbal assessment • Authentic Assessment • Teacher Recommendation • Parent Observations

22. Serving GT CLD Students Cluster Grouping Dual Language Programs Pull-Out , Lewis, Rivera, & Roby Identifying & Serving Culturally and Linguistically Diverse Gifted Students (2012)

23. What is Culture? Hall, E. (1976) Beyond Culture

24. Culture & Gifted Education • Typical indicators of success in school may not match indicators of success for students of diverse cultures. • Many CLD families choose to remain in their neighborhood school as opposed to attending a GT program outside of their community • CLD parents do not usually request alternative options for GT services

25. Enfranchising GT CLD Students and Families • Establish effective lines of communication • CLD parents are often the first to recognize signs of giftedness and talents in their children • Engage community networks • Strengthen expectations • Provide parents with information that helps them understand their child’s potential • Honor heritage and culture • Funds of Knowledge (Moll, et al, 1992)

26. Next Steps… • Assess the GT identification process in your district • Strengthen connections with CLD families • Assess the level of GT and Cultural/Linguistic Competence of staff • Provide dual language staff with GT professional development • Provide all staff with language acquisition and cultural competency workshops • Network with other districts

27. Open Minds… • Gifts and Talents exist everywhere. • Are we looking for gifts and talents in the right places? • Are we cultivating the gifts and talents of our bilingual learners?

28. Give One, Get One • Share some of your reflections with your colleagues. Thank you! Laurie.Burgos@rusd.org

29. References Beeman, K. & Urow, C. (2012). Teaching for Biliteracy. Philadelphia: Caslon Publishing. Castellano, J. & Frazier, A.D. (2010). Special Populations in Gifted Education. Waco, TX: Prufrock Press, Inc. Collier Lewis, L., Rivera, A., & Roby, D. (2012). Identifying & Serving Culturally and Linguistically Diverse Gifted Students. Waco, TX: Profrock Press, Inc. Hamayan, E., Marler, B., Sánchez-López, C., & Damico, J. (2012). Special Education Considerations for English Language Learners. Philadelphia: Caslon Publishing

30. References • Renzulli, J. (2004). Identification of Students for Gifted and Talented Programs. Thousand Oaks, CA: Corwin Press. • Thomas, W., & Collier, V. (2012). Dual Language Education for a Transformed World. Albuquerque: Fuente Press. • English Language Learners.Retrieved from http://www.edweek.org/ew/issues/english-language-learners.