ERIC Number: ED372644
Record Type: RIE
Publication Date: 1994
Reference Count: N/A
A Qualitative Assessment Method for Accurately Diagnosing Bilingual Gifted Children.
Gonzalez, Virginia; And Others
A qualitative method for assessing the cognitive and linguistic development of bilingual children is presented, and its underlying model is discussed. The model views language learning as a concept formation process in three domains: cognitive; cultural; and linguistic. This method has been found useful in accurately differentiating genuine handicapping conditions, disabilities, giftedness, and normal second language learning. Two major methodological needs in assessment and identification of language-minority, low-income, gifted children are discussed: (1) development of psycholinguistic models including culture, cognition, and language; and (2) control of external factors influencing language and cognitive development. Application of this qualitative assessment method is illustrated in a case study that included a home language survey, parent and teacher ratings of the child's language proficiencies and talents in school and home environments, and standardized language and nonverbal intelligence tests. Dilemmas evaluators face in assessing bilingual children are discussed in light of myths and misconceptions. (Author/MSE)
Descriptors: Bilingual Education, Bilingual Students, Case Studies, Cognitive Development, Educational Diagnosis, Evaluation Criteria, Gifted, Identification, Language Acquisition, Limited English Speaking, Low Income Groups, Models, Parent Participation, Second Language Learning, Student Evaluation
Publication Type: Guides - Non-Classroom; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Malave, Lilliam M. Ed. National Association for Bilingual Education (NABE). Annual Conference Journal, NABE '92-'93. See FL 022 341.