A Framework for Identifying and Supporting English Learners With High Abilities, Gifts, and Talents

Abstract

The foundational question explored in this chapter is: what are the implications of identifying, or not identifying, English learners (ELs) who have high abilities/gifts/talents, for the students, for our schools, and for society? The answer to this question begins with a review of the literature on the identification and inclusion of ELs in high ability/gifted and talented (HA/GT) education. This chapter will also explore alternative identification practices that are demonstrating the potential for including ELs in HA/GT settings. However, it is not enough to find ways to identify this underrepresented student group for HA/GT programs. Teachers need to understand both EL and HA/GT educational models and practices to be successful with either group of students, but most importantly, in inclusive settings where ELs are active participants in HA/GT instruction. This chapter will explore the intersection of these two fields outlining high-impact teaching practices for including ELs in HA/GT classrooms.