Identifying and Supporting Gifted English Language Learners: Equitable Programs and Services for ELLs in Gifted Education

I learned things from this book. First thing I learned was to be more careful about reading the title. I could have sworn this was titled "Identifying and Supporting Gifted English Language Readers". Not quite.
Still an interesting read. Gives lots of useful advice about identifying Gifted students that don't speak english well. That must be very frustrating for the kids. Knowing they're bright, but not being able to communicate. One thing I would like to see more of is examples of how a specific student was given advice and what form it took and how it worked out in the end. Also examples of educating teachers on spotting gifted kids and having them succeed at finding them. Telling the kids it's OK to fail at something and that doesn't show more mean they're dumb. Taking a positive attitude about learning and many other things. show less

This book's title explains the contents well. This is something I had not given much thought to before even though I worked in an elementary school library for 12 years. I met a student that probably fit this description, but never made it to the gifted classroom. She started in K not knowing any English but by 3rd grade she was the best reader in her class. What a shame she did not get the gifted classroom experience she deserved. The author recommends various tests, such as the GRS, for identifying gifted students. A review of the test mentions that it includes artistic ability and motivation. I like that the author and test point out that reading and math scores are not the only important parts of an education and recognizing a show more gifted child. Another wow moment for me was realizing that gifted students do not have educational rights--just because they can work at a faster pace and higher level does not mean they will get the opportunity to excel. The author discusses the importance of collaboration and advocacy in advancing the ELL students into the gifted program. The author uses good examples from her own experiences of showing teachers how to engage ELL students with activities and guidelines in order to get to know them better to determine whether or not they are ready to do work with a gifted class and then what to do with the students after they enter the gifted class. (Summer readathon/self-monitoring/ignore spelling and grammar in first draft/Tweet tweet let them speak...) There is also information on building relationships with families--the most important part of a child's education is family input! As a librarian I appreciate her modern and diverse reading list. There is a list of programs that have been successful in identifying and nurturing gifted ELL students. This is a great resource for K-12 schools and universities. show less

Superb resource that every ELL teacher should have. Not only does it include advice on how to identify gifted ELLs, but it also explains about gifted ELLs. The book is full of practical ideas and teaching tips. There are plans that teachers can immediately put into action. The book also contains helpful resources in the appendix. Everything a teacher needs to know to support, challenge, and develop gifted ELLs.

A great book that provides great understanding to better help english learners. Great explanation of methods to use and how to properly use them with english learners. Also serves as a great tool for already proficient english learners.

I don’t think this book is for me because I found it to be a very dry read.

Sure it talks about English Language Learners (ELL) and how to find so-called ‘gifted’ ELL’s. It gives some ideas as to how to get students involved and see who stands out.

But a part of me kept wondering if all the focus is on these students well what about the ones who are not ‘gifted’. Should we not be more worried that all the children in the class can read, write and understand math? No matter what you do ‘gifted’ students will slip past this net. Do they even want to be in the ‘gifted’ program?

If you make it to the end of the book one is treated to a handful of famous gifted students (Hispanic, Asian and what the book terms Black show more immigrants). So you get a list of 9 people. No, I am not kidding.
This does not seem to have the desired impact. How about mentioning others who while they might not be ‘famous’ did stand out and benefit from this program. It would have made a much bigger impact on the reader than say listing someone like Ilhan Omar….

https://theworldisabookandiamitsreader.wordpress.com/2021/02/12/read-the-title-s... show less

This book is a great source for all gifted and talented educators (AIG). The chapters outline how to support, plan, listen, act and teach gifted students. There are also a few appendix items which provide great examples when implementing strategies. Each chapter includes topics such as background information and ideas for lessons. A great resource book!