NotesFAQContact Us
Search Tips
ERIC Number: ED203653
Record Type: Non-Journal
Publication Date: 1981-Feb
Pages: 26
Abstractor: N/A
Reference Count: N/A
The Identification and Social Problems of the Gifted Bilingual-Bicultural Children.
Leung, Esther K.
The paper outlines identification and social problems regarding the gifted bilingual bicultural student and offers suggestions to parents and teachers for alleviating those problems. Noted among problems in identification is that minority students may not exhibit behaviors and characteristics which are recognized as manifestation of talents and gifts by the dominant culture. It is noted that gifted and talented bilingual bicultural students, as a group, tend to develop social emotional problems ranging from mild emotional stress and minor deviant behaviors to serious emotional and personality predicaments. Teachers are urged to take such measures as: recognize and identify general aspects of giftedness and talent; recognize and identify cultural specific gifts and talents; teach self acceptance and mutual acceptance among all students through affective education; use literature to promote understanding; model for self acceptance and desirable interpersonal relationships among people; use history, current events, news events, biography, etc. about the culturally and linguistically different to help students establish identity; structure small group activities to facilitate acceptance and belonging; and capitalize on the gifted bilingual bicultural students as learning resources. Listed among guidelines for parents are let the child learn at least some functional English before starting school, encourage children to acquire some skills which are valued by the dominant culture, travel widely if possible, and initiate or respond to invitation to collaboration with the child's teachers and other school personnel. (SB)
Publication Type: Speeches/Meeting Papers; Guides - Classroom - Teacher; Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A