Talent Development for English Language Learners
Identifying and Developing Potential
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Multicultural Education, Bilingual Education, Teaching
| Author: | Michael Matthews, Ph.D., Jaime Castellano, Ed.D | ISBN: | 9781618211811 |
| Publisher: | Sourcebooks | Publication: | November 15, 2013 |
| Imprint: | Prufrock Press | Language: | English |
| Author: | Michael Matthews, Ph.D., Jaime Castellano, Ed.D |
| ISBN: | 9781618211811 |
| Publisher: | Sourcebooks |
| Publication: | November 15, 2013 |
| Imprint: | Prufrock Press |
| Language: | English |
Talent Development for English Language Learners offers concrete guidance to teachers, schools, and administrators seeking to maximize the potential of all of their students. Each chapter will focus thematically on an issue relevant to developing the talents and potential of gifted English language learners (ELLs) in inclusive educational settings. Examples are provided of how schools or educators might conventionally conceptualize and handle the issues related to ELLs and what the concerns or unintended negative outcomes are for gifted ELLs. The authors focus on what an "ideal" response might be from the lens of both the gifted education and the language education field, and how collaborative efforts across these perspectives yield effective interventions in schools and related educational settings for students who are both English language learners and highly academically able.
Talent Development for English Language Learners offers concrete guidance to teachers, schools, and administrators seeking to maximize the potential of all of their students. Each chapter will focus thematically on an issue relevant to developing the talents and potential of gifted English language learners (ELLs) in inclusive educational settings. Examples are provided of how schools or educators might conventionally conceptualize and handle the issues related to ELLs and what the concerns or unintended negative outcomes are for gifted ELLs. The authors focus on what an "ideal" response might be from the lens of both the gifted education and the language education field, and how collaborative efforts across these perspectives yield effective interventions in schools and related educational settings for students who are both English language learners and highly academically able.
