1. Gifted AND Culturally and Linguistically Diverse
Nisia Lawler
MA-Gifted Education
MA-Literacy, Language and Culture
Southwest-West GERC

2. Come to the edge. We might fall. Come to the edge. It’s too high
Come to the edge. We might fall. Come to the edge. It’s too high! Come to the edge! And they came, and he pushed and they flew. -Christopher Logue

3. Culturally & Linguistically Diverse Students:
WHO?
underrepresented in gifted programs
overrepresented in other special education programs
educational values and definitions that may differ from that of the mainstream culture
linguistic ability is often seen as a roadblock to identification

4. Traits of Gifted and CLD - School Based:
able to read in their native language two grade levels above their current grade
may show high ability in mathematics
advanced in creative domains (fluency, elaboration, originality, and flexibility)
a leader in multiple settings
(playground, home, clubs, etc…)
The Connie Belin and Jacqueline N. Blank International Center for Gifted Education and Talent Development. (2008). Identifying Gifted and Talented English Language Learners, K-12. Iowa Department of Education.

5. Gifted and CLD-Language Based:
language proficiency levels above non-gifted students who are also English Language Learners
shows the ability to code switch
is able to translate for others
has superior knowledge of phrases and heritage dialects along with the ability to translate meanings in English
The Connie Belin and Jacqueline N. Blank International Center for Gifted Education and Talent Development. (2008). Identifying Gifted and Talented English Language Learners, K-12. Iowa Department of Education.

6. Gifted and CLD - Culture Based:
balances behaviors expected in both the heritage and the new culture
is willing to share his/her heritage and/or culture
shows pride in his/her culture and ethnic background
demonstrates a global sense of community and respect for cultural differences
Connections to Leadership!
The Connie Belin and Jacqueline N. Blank International Center for Gifted Education and Talent Development. (2008). Identifying Gifted and Talented English Language Learners, K-12. Iowa Department of Education.

7. Similarities? WHY? Mission Statements:
Office of Gifted Education: Updated soon! Ensure gifted student growth and achievement through systems of support, programming and advocacy. Office of Culturally and Linguistically Diverse Education: To provide support ...and opportunities for culturally and linguistically diverse students to ensure equitable access to grade level standards and ensure a well-rounded education.
Similarities?

8. Start with relationships…with the student, family, and community.
How do we develop talent and engage students from culturally and linguistically diverse backgrounds?
Start with relationships…with the student, family, and community.

9. Eric Jensen’s Top 5 Evidence Based Instructional Tools:
CARES
Cognitive capacity building
Assessment
Relationship Building
Engagement
Self-regulation
We will cover most today

10. Lack of language ≠ Lack of intelligence We must provide creative, high ceilinged learning opportunities for all students.

11. CLD strategies ARE gifted education strategies (and vice versa)!
HOW?
Movement
Language of the Discipline
Classification
Symbols
Concept-Based Teaching
Mathematical Thinking
Image Analysis

12. Let’s learn! Find a partner.
Stand so one partner faces the screen and the other faces away.
Listen.

13. Using the language of math, help your partner re-create this position.
Movement, BICS, and CALP
Using the language of math, help your partner re-create this position.
One partner faces board, other can’t see the figure.
Adapted from Bertie Kingore.

14. Across the disciplines
Using similes, help your partner re-create this position.
Adapted from Bertie Kingore.

15. Language and Classification
Use this activity with academic texts to build language of the discipline.
List as many items matching the focus letter as possible
· Look for unusual items
· No competition, groups work together
· Option for every student to do well
· All grade levels (vocab, phonics, writing etc…)

16. Knowing and understanding academic language is important for all learners, and is of particular importance for English Language Learners.
BICS vs. CALP
Symbols
Don’t forget language of the talent areas (value, hue, depth, balance, perception…).

17. Non-linguistic representations… symbols

18. Now, share them with a colleague.
Symbol = you
2. Symbol = giftedness
3. Symbol = a worry
Now, share them with a colleague.
Symbols are easy, don’t require artistic ability, abstract, representative
Cube can also be a form of a graphic organizer…ways of organizing thoughts and content is very important. GT kids may want a model, or they may create their own organizers.

19. Symbols, Classification, and Conceptual Teaching
Sort your Animalia words into 3 categories, using Depth and Complexity symbols.
Advanced learners understand concepts…they are universal and transcend culture and language. Analyze, classify, categorize, and evaluate.
Symbols transcend culture and language.
How could this be used as a pre-identification or talent development activity?

20. Which one doesn’t belong?

21. Image Analysis- See, Think, Wonder
Develop curiosity and connect with culture and interests.

22. Image Analysis-See, Think, Wonder
Knowledge: What items or people can you name with the vocabulary you know?
Comprehension: What is happening in the photo?
Application: What one sentence caption would you write?
Synthesis: What might they be thinking?
Evaluation: Are they too young to play soccer? Why or why not?

23. Image Analysis-See, Think, Wonder

24. Anecdotal records, informal observations, and characteristics can be used as referring data.

25. Your role(s): Maintain high expectations for all.
Use a variety of identification measures (don’t forget demonstrated performance or testing in home languages).
Connect with students and build partnerships with CLD department in your district.
Share characteristics of CLD learners with staff.
Provide PD regarding gifted AND culturally and linguistically diverse students.

26. Look at all we have covered!
Mission Definitions and Characteristics Movement Language of the Discipline Symbols Classification Concept-Based Teaching Mathematical Thinking Image Analysis Your Role

27. References: Ford, DY. , & Grantham, TC. (2003)
References: Ford, DY., & Grantham, TC. (2003). Providing access for culturally diverse gifted students: from deficit to dynamic thinking. Theory into practice. Kingore, Bertie. (2011). Tiered Learning Stations in Minutes. Austin, TX : Professional Learning Associates. Sanchez, Francesca. (201). Interactive Classroom Strategies and Structures for Success The Connie Belin and Jacqueline N. Blank International Center for Gifted Education and Talent Development. (2008). Identifying Gifted and Talented English Language Learners, K-12. Iowa Department of Education. Retrieved from

28. Nisia Lawler nlawler@sjboces.org
“Do you know what my favorite
part of the game is?
The opportunity to play.”
-Mike Singletary
Nisia Lawler