Publication Date

Spring 2018

Advisor(s) - Committee Chair

Julia Roberts (Director), Antonia Szymanski, and Janet Tassell

Degree Program

School of Teacher Education

Degree Type

Specialist in Education

Abstract

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.

Disciplines

Elementary Education | First and Second Language Acquisition | Gifted Education

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