ERIC Number: ED481408
Record Type: RIE
Publication Date: 2003
Reference Count: N/A
Expanding Definitions of Giftedness: The Case of Young Interpreters from Immigrant Communities. The Educational Psychology Series.
This book proposes that children from non-English speaking families who are selected to serve as family interpreters perform at remarkably high levels when compared with others of their age, experience, and environment, and should be included in the federal definition of giftedness. The book reports on a research project carried out with young Latino bilingual interpreters. Chapter 1 offers an overview of definitions of giftedness and a review of the literature on the exclusion of English language learners in programs for the gifted. Chapter 2 reviews the literature on bilingualism, interpretation, and translation, and the cognitive demands made in the process of interpretation. Chapter 3 reports on interviews with adult immigrants and young adolescents concerning needs for interpreters and criteria for evaluating the quality of an interpretation. Chapter 4 describes the scripted simulation procedure used in the study to evaluate performance of young interpreters and chapter 5 describes the performance of the young interpreters. Chapter 6 offers an interpretation of young interpreters' performances from the perspective of three conceptions of giftedness. The final chapter argues for the expansion of definitions of giftedness and describes the kinds of programs needed to nurture the abilities of Latino immigrant youth. (Contains approximately 260 references.) (DB)
Descriptors: Adolescents, Bilingual Students, Definitions, Elementary Secondary Education, Evaluation Methods, Gifted, Interpreters, Limited English Speaking, Spanish Speaking
Lawrence Erlbaum Associates, Inc., 10 Industrial Ave., Mahwah, NJ 07430-2262 ($65). Tel: 800-926-6579 (Toll Free); Tel: 201-236-9500; Fax: 201-760-3735; e-mail: email@example.com; Web site: http://www.erlbaum.com.
Publication Type: Books; Reports - Research
Education Level: N/A
Authoring Institution: N/A