What do Teachers Need to Know about High-Potential English Language Learners?

May 27, 2015 at 1:00 pm

Submitted by Judy C, one of our fabulous reference librarians.

Pereira, N., & de Oliveira, L. C. (2015). Meeting the Linguistic Needs of High-Potential English Language Learners: What Teachers Need to KnowTeaching Exceptional Children47(4), 208-215.

How to access the full-text of this article:

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  2. Click here for username and password to access this Ebscohost article.
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This article points out that ELL students are “underrepresented in gifted programs and teachers struggle to provide these students with adequate educational experience”.  High-potential ELL students have distinct educational needs, and this article provides strategies and tools for teachers  to use with these students in clearly laid out charts.

Teachers of high-potential ELL students need to know:

  • ELL students are underrepresented in gifted programs.
    • There is a need to identify them and educate them adequately using differentiated instruction.
  • Academic language is different from everyday language.
    • Everyday language is learned informally, but academic language is learned in school and takes longer for students to reach proficiency.
  • Levels of language proficiency of ELLs is valuable information for teachers to plan their instruction.
    • Table 1 provides TESOL Language Proficiency Levels and descriptions.
  • Linguistically responsive teaching should be used by teachers of ELL students.
    • It’s defined as “respect for and positive attitudes toward linguistic diversity, ability to identify the language demands of classroom, and application of key principles of second language learning in the classroom”.
    • Table 2 provides overview of Qualities, Strategies, and Actions of Linguistically Responsive Teachers.
    • Table 3 provides Strategies Used by Linguistically Responsive Teachers.

Read this article and learn how to help ELL students!

Judy C – Reference Librarian

Entry filed under: Articles. Tags: , .

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