Presentation on theme: "1 Dual Language Enrichment are GT Programs! Dr. Leo Gómez Dr. Richard Gómez Jr. Dr. José Ruiz-Escalante NABE 2012 Celebrating our Multi-Cultural Nation."— Presentation transcript:
1 Dual Language Enrichment are GT Programs! Dr. Leo Gómez Dr. Richard Gómez Jr. Dr. José Ruiz-Escalante NABE 2012 Celebrating our Multi-Cultural Nation through Bilingual Education Dallas, Texas– February 15-17, 2012
2 FACTS: Hispanics in the United States Hispanic Population is Over 50 Million Hispanic Population is Over 50 Million 40-50% of Hispanics do not graduate from High School 40-50% of Hispanics do not graduate from High School 1 in 5 (12.4 million) of America’s Students are Hispanic (4.7 million ELL) 1 in 5 (12.4 million) of America’s Students are Hispanic (4.7 million ELL) 78% BLs are born in United States (82% Spanish speakers) 78% BLs are born in United States (82% Spanish speakers) On average, by 4 th grade, Hispanics are almost 3 academic levels behind Whites On average, by 4 th grade, Hispanics are almost 3 academic levels behind Whites White House Initiative on Educational Excellence for Hispanics (2010)
Presentation Summary Dual Language Enrichment (DLE) models of education not only continue to demonstrate high academic success for all learners, but enhance cognition of these learners, as well. This is because DLE programs inherently are gifted education programs using the same instructional strategies. All students have the potential to be gifted and talented if they are engaged as such. This session will illustrate how well implemented DLE programs use gifted education strategies.
5 Dual Language Enhances Cognition Dual language instruction is clearly supported in Brain Research: Dual language instruction is clearly supported in Brain Research: Balanced Bilinguals or Biliterates = Enhanced Cognitive Gains (brain plasticity) in: Balanced Bilinguals or Biliterates = Enhanced Cognitive Gains (brain plasticity) in: Concept Formation; Multi-tasking Concept Formation; Multi-tasking Classification Skills Classification Skills Analogical Reasoning Analogical Reasoning Visual & Spatial Skills Visual & Spatial Skills Recall skills Recall skills Creativity Creativity Focus (executive function) Focus (executive function) Ellen Bialystok (2010)
National Association for Gifted Children Programming 5.1.1. Educators regularly use multiple alternative approaches to accelerate learning. 5.1.2. Educators regularly use enrichment options to extend and deepen learning opportunities within and outside of the school setting. 5.1.3. Educators regularly use multiple forms of grouping, including clusters, resource rooms, special classes, or special schools. 5.1.4. Educators regularly use individualized learning options such as mentorships, internships, online courses, and independent study. 5.1.5. Educators regularly use current technologies, including online learning options and assistive technologies to enhance access to high- level programming. 5.1.6. Administrators demonstrate support for gifted programs through equitable allocation of resources and demonstrated willingness to ensure that learners with gifts and talents receive appropriate educational services.
National Association for Gifted Children Learning Environments 4.1.1. Educators maintain high expectations for all students with gifts and talents as evidenced in meaningful and challenging activities. 4.1.2. Educators provide opportunities for self-exploration, development and pursuit of interests, and development of identities supportive of achievement, e.g., through mentors and role models. 4.1.3. Educators create environments that support trust among diverse learners. 4.1.4. Educators provide feedback that focuses on effort, on evidence of potential to meet high standards, and on mistakes as learning opportunities. 4.1.5. Educators provide examples of positive coping skills and opportunities to apply them. 4.2.1. Educators understand the needs of students with gifts and talents for both solitude and social interaction. 4.2.2. Educators provide opportunities for interaction with intellectual and artistic/creative peers as well as with chronological-age peers. 4.2.3. Educators assess and provide instruction on social skills needed for school, community, and the world of work.
National Association for Gifted Children Learning Environments 4.4.1. Educators model appreciation for and sensitivity to students’ diverse backgrounds and languages. 4.4.2. Educators censure discriminatory language and behavior and model appropriate strategies. 4.4.3. Educators provide structured opportunities to collaborate with diverse peers on a common goal. 4.5.1. Educators provide opportunities for advanced development and maintenance of first and second language(s). 4.5.2. Educators provide resources to enhance oral, written, and artistic forms of communication, recognizing students’ cultural context. 4.5.3. Educators ensure access to advanced communication tools, including assistive technologies, and use of these tools for expressing higher-level thinking and creative productivity. PK-12 Gifted Programming Standards - NAGC, 2012
2 nd Year DLE Benchmarks By the end of the 2 nd year, 100% participants in the DLE program will: By the end of the 2 nd year, 100% participants in the DLE program will: Be reading on grade level in their native language Be reading on grade level in their native language Be able to write 1 full page in their native language (L1) and ½ page in the second language (L2) Be able to write 1 full page in their native language (L1) and ½ page in the second language (L2) 15
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