Publication Date

5-2023

Advisor(s) - Committee Chair

Julia Roberts, Tyler, Clark, Mary Evans

Degree Program

School of Teacher Education

Degree Type

Specialist in Education

Abstract

This study explored teacher referrals of English Language Learners (ELL) also called Culturally and Linguistically Diverse (CLD) students for gifted identification and services in a medium sized school district in the southern United States. Five educators who have successfully referred an ELL/CLD student were interviewed in this qualitative study. Discussion focused on teachers’ recognition of the characteristics of giftedness in these students, understanding teacher perceptions about ELL/CLD potentially gifted students, parent understanding and involvement, and training opportunities for finding gifted ELL/CLD students. Four main themes about how teachers find gifted ELL/CLD students for referral stemmed from the coded interviews: positive teacher perception, ability to recognize ELL/CLD gifted indicators, knowledge of student and attempted parent communication during the process, and the lack of teacher training.

Disciplines

Bilingual, Multilingual, and Multicultural Education | Education | Gifted Education | Special Education and Teaching

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