ERIC Number: ED424712
Record Type: RIE
Publication Date: 1998
Reference Count: N/A
Building a Bridge: A Combined Effort between Gifted and Bilingual Education.
This paper discusses the significant underrepresentation of linguistically and/or culturally diverse (LCD) students in gifted and talented programs due to the absence of adequate assessment procedures and programming for gifted minority students and the need for professionals in gifted and bilingual education to work together to overcome these barriers. It stresses that the absence of knowledge or misunderstanding about the culture, linguistic, and cognitive skills of LCD students results in limited educational policies, school programs, or educational services that address the unique needs of these increasing populations. Three major reasons are presented for the difficulties in assessing the interrelated factors of culture, bilingualism, and talent development: (1) variable definitions; (2) multiple components of each factor that provide different meanings; and (3) various methodologies used to study these factors. It is also argued that different philosophical, psychological, educational, and politic perspectives have influenced the conception of these factors. The need to shift from an old paradigm that focuses on the weaknesses rather than the strengths of gifted language-minority students to a new paradigm for identifying talent potential in culturally diverse populations is urged. (Contains 42 references.) (CR)
Descriptors: Ability Identification, Bilingual Education, Cognitive Ability, Cognitive Development, Cultural Awareness, Cultural Differences, Cultural Pluralism, Educational Practices, Elementary Secondary Education, Evaluation Methods, Gifted, Interdisciplinary Approach, Language Minorities, Minority Group Children, Student Evaluation, Talent
National Research Center on the Gifted and Talented, University of Connecticut, 362 Fairfield Road, U-7, Storrs, CT 06269-2007; Tel: 860-486-4676; Fax: 860-486-2900.
Publication Type: Information Analyses
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on the Gifted and Talented, Storrs, CT.