Equity in Gifted/Talented (G/T) Education

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Instructional Considerations for Educators

Classroom teachers observe student behaviors for several hours each week. This positions them to detect unique abilities and strengths that may not surface during standardized tests or other assessment measures. The following actions are recommended for all educators when working with English language learners.

Become Culturally Aware

Differences in culture or language can lead to misperceptions and communication gaps among students and between students and teachers. These resources are recommended for supporting educators in becoming more aware of cultural and linguistic differences.

Online Resources for Culturally Responsive Teachers

ASCD Educational Leadership: A Framework for Culturally Responsive Teaching

Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.

Helmer, S., & Eddy, C. (2012). Look at me when I talk to you EAL learners in non-EAL classrooms. Ontario: Pippin.

Gather Data About Students

It is crucial for teachers to have as much information as possible about their ELLs. Reviewing TELPAS data for each student will greatly inform instructional practices. Information about students is available on each campus. To learn more about TELPAS in general, explore the link below:

Texas English Language Proficiency Assessment System (TELPAS)

Connect with Other Educators

One of the best ways to support students is for their teachers to be part of a professional learning community—whether formal or informal. Beyond collaborating with teachers from the same campus or district, teachers can also benefit from becoming a part of a professional organization that focuses on ELLs or on gifted education. Below are links to some of those organizations.

National Association for Gifted Children (NAGC)

Texas Association for the Gifted and Talented (TAGT)

National Association of Bilingual Educators (NABE)

Texas Association for Bilingual Education (TABE)

Be Intentional About Identifying Gifted ELLs

In an effort to address the language barriers that ELLs are working to overcome, educators can sometimes neglect to consider other needs the student may have as well, such as the need for gifted services. No student should be denied gifted services because s/he is not a native English speaker.

National Association for Gifted Children (NAGC) Position Statement

Intercultural Development Research Association (IDRA)

Including Diverse Learners in Gifted Education Programs and Services from the National Association for Gifted Children (NAGC)

Use Linguistic Accommodations

Linguistic accommodations are English-language supports that help make content area instruction accessible to ELLs. The proficiency level descriptors, which describe the English that ELLs are able to understand and use at each proficiency level, guide teachers in providing appropriate linguistic supports and accommodations. (Source: elltx.org)

English Language Proficiency Standards (ELPS)