Gifted and Talented Identification Procedures for Bilingual/Non English

Speaking Students

Liliana Sletmoen

World Gifted and Talented Conference

August, 2005

New Orleans, Louisiana

Liliana.salinas@comcast.nethttp://www.geocities.com/lilianawright104/home.html?1101065177458

Presented at: Texas Association for Bilingual Education (TABE)October 29th to November 1st, 2003 Bilingual/ESL Association of the Metroplex(BEAM) 2004 Regional Conference G/T Summer Institute - Irving ISDIrving TX, July 2004 Bilingual/ESL Fall Institute – Irving ISD Irving TX, Winter 2004 Texas Association for Bilingual Education (TABE)El Paso Texas – October 2004 Texas Association for Gifted and Talented (TAGT)Dallas Texas – November 2004

Presentation based on: 

ESL/BILINGUAL IDENTIFICATION PROCEDURES FOR LEP STUDENTS

AND  THE CHECKLISTS USED TO ASSESS THEIR

POTENTIAL GIFTEDNESSCASE STUDIES 

AND RESEARCH INVOLVED 

By Liliana S. Wright

ABSTRACTABSTRACTWright, Rosa Liliana., Wright, Rosa Liliana., ESL/Bilingual Identification Procedures for LEPESL/Bilingual Identification Procedures for LEP

Students and the Checklists Used to Assess Their Potential GifteStudents and the Checklists Used to Assess Their Potential Giftedness. Case Studies dness. Case Studies and Research Involvedand Research Involved. Masters Degree in Gifted Education (ME). 20 pages, . Masters Degree in Gifted Education (ME). 20 pages,

references, 18 titles.references, 18 titles.

Students with special gifts and talents come from varied culStudents with special gifts and talents come from varied cultural and linguistic tural and linguistic backgrounds. Every child, regardless of the cultural and/or lingbackgrounds. Every child, regardless of the cultural and/or linguistic background has uistic background has something to offer to our growing something to offer to our growing ‘‘salad bowlsalad bowl’’ type of society. On many occasions we type of society. On many occasions we read about the discriminatory practices that language minority sread about the discriminatory practices that language minority students are subjected to. tudents are subjected to. The norm seems to be that a child will only be considered to parThe norm seems to be that a child will only be considered to participate in the gifted and ticipate in the gifted and talented program of a given school district until he/she has shotalented program of a given school district until he/she has shown native like English wn native like English proficiency (in the second language), and/or has shown middle clproficiency (in the second language), and/or has shown middle class behavior.ass behavior.

This paper will briefly explain the ESL identification procThis paper will briefly explain the ESL identification procedures, the differences edures, the differences between BICS (basic interpersonal communication skills) and CALPbetween BICS (basic interpersonal communication skills) and CALP (cognitive ability in (cognitive ability in terms of language proficiency) terms of language proficiency) -- Cummins, and the types of LEP learners. In terms of the Cummins, and the types of LEP learners. In terms of the checklists available to nominate students for the gifted and talchecklists available to nominate students for the gifted and talented program, this ented program, this research will part from a multicultural perspective and compare research will part from a multicultural perspective and compare and contrast the and contrast the behavioral characteristics shown by Mexican and Mexicanbehavioral characteristics shown by Mexican and Mexican--American students, with those American students, with those found in the different checklists available to nominate and idenfound in the different checklists available to nominate and identify potential gifted tify potential gifted students.students.

This paper is written under two different perspectivesThis paper is written under two different perspectives, that of the uninformed parent , that of the uninformed parent that the author was, and that of the educator in the capacity ofthat the author was, and that of the educator in the capacity of a former Bilingual/ESL a former Bilingual/ESL Director and Gifted and Talented Coordinator of two South Texas Director and Gifted and Talented Coordinator of two South Texas school districts, current school districts, current member of the Gifted and Talented Assessment Committee and Consumember of the Gifted and Talented Assessment Committee and Consultant of Irving ISD, ltant of Irving ISD, Member of Townsell Elementary Gifted and Talented Building CommiMember of Townsell Elementary Gifted and Talented Building Committee, and 3rd Grade ttee, and 3rd Grade Teacher of Gifted and Talented Second Language Learners. To illuTeacher of Gifted and Talented Second Language Learners. To illustrate even further, this strate even further, this paper will include two case studies; those of the authorpaper will include two case studies; those of the author’’s own daughters, who due to the s own daughters, who due to the fact that they were labeled as LEP students, faced a series of ofact that they were labeled as LEP students, faced a series of obstacles before each bstacles before each received their respective gifted label.received their respective gifted label.

Goals of this presentation:

Gain an understanding of commonly used checklists and the behaviors addressed by checklists.

Gain an understanding of the characteristics of first and second generation Hispanics in the USA.

Review a G/T flow chart and focus on why the checklists are so important and come into play.

Recommendations/Questions/Experience Exchange

What is a checklist?

Pronunciation: 'chek-"listFunction: noun

Date: 1853: a list of things to be checked or done

<a pilot's checklist before takeoff>; also : a comprehensive list <a checklist

of bird species> Sourcehttp://www.m-w.com/cgi-bin/dictionaryMerriam - Webster Online

Some of the Checklists available

Renzulli, Hartman et al.

Javits Checklist (Region One).

SIGS (Scales for Identifying Gifted Students - Dr Raiser).

How were those checklists made? Through observation

What did the researcher(s) observe to make a checklist? Behaviors

What is a behavior?Pronunciation: bi-'hA-vy&r

Function: nounEtymology: alteration of Middle English behavour, from behaven

Date: 15th century1 a : the manner of conducting oneself b : anything that an

organism does involving action and response to stimulation c : the response of an individual, group, or species to its

environment2 : the way in which someone behaves; also : an instance of

such behavior3 : the way in which something functions or operates

- be·hav·ior·al /-vy&-r&l/ adjective- be·hav·ior·al·ly /-r&-lE/ adverb

Sourcehttp://www.m-w.com/cgi-bin/dictionary

Merriam-Webster OnLine

Whose behaviors were observed?The behaviors of middle class adult

males - mostly of Arian descent.

Why?

Due to case studies of successful people.

German Inventors Website

http://german.about.com/library/blerf_gloss.htm

- Could we identify those who are gifted when we first step into a classroom? Yes/No

- How do we identify those who are gifted? Through behaviors

- Which behaviors are we trained to look for? Those studied by researchers like Renzulli.

Are those researchers ill intentioned? NO!!! They have studied those who are

successful and available at the time they were conducting their research.

In terms of immigrants, which theory do we embrace?

Melting Pot?

Why?

Salad bowl?

Why?

Definitions

Melting pot- All the ingredients are placed in a hot pot. The flavors are mixed to produce one only flavor.

Salad bowl- All of the ingredients are placed in a bowl keeping each ingredient whole due to the ingredient’s own qualities.

How do we see our non English speakers? With a language

defficit that needs to be addressed by subtracting the mother language for the English language.

With a language defficit that needs to be addressed by adding the English language to the mother language.

How should we see English as a Second Language Students?

If educators view English as a Second Language (ESL) students as having bilingual and bicultural skills, rather than viewing then with a deficit view or lacking English Language skills, culturally and linguistically different students can be considered as a cultural resource.

Dorothy A. Sisk – Tempo Winter 2005

National Bilingualism Goal(U.S. Secretary of Education, Mr. Richard Riley-1998)

It is time [that] we begin to treat language skills as the asset they are, particularly in this global economy. Anything that encourages a person to know more than one language is positive – and should be treated as such…In some places, even the idea of bilingual education is controversial. It shouldn’t be… Proficiency in English and one other language is something that we need to encourage among all young people.

Which theory benefits the non English speaker and thus the potentially gifted child? The salad bowl theory.

Why? Because we see the studentsdifferences as assets.

*Why is the work of Picasso, VanGogh,Beethoven, and other geniuses valued?Because their work is/was unique, they dared to

bedifferent.

Behaviors of Mexican and Mexican-American children First and Second generation Mexican,

and Mexican American students have a deep respect for elders, the law,and authority. These children are seen as inefficient through the eyes of a teacher in a school system that values competition, initiative, and self-direction

(Cohen, 1990)

Behaviors cont.

The language barrier and the risk of being ridiculed by his/her peers will turn a child into a silent learner thus affecting the socialization and adaptation process.

Behaviors – Cont. An explanation for which a potential

gifted student will not verbalize deals with linguistic shock (Hadlich, 1971). English is a Teutonic language, it is direct(-----). Spanish is a romance language, it is not direct (~~~~~>). Being direct is a sign of rudeness in countries with Romance languages (Gartz, 1983).

Behaviors – Cont.

Do Spanish speakers go directly to the point - being clear and concise when they speak?

- NO!!! Due to cultural reasons, and the language structure of the Spanish language, native Spanish speakers are educated to embellish and beautify every thought (i.e. Cantinfleando).

Behaviors – Cont. What happens to those students who resort

to silence?- Krashen (1998) offers an explanation in what

he calls language alienation. Krashen explains that language is a maker of social group membership, and a child with limited English would rather go silent than to expose his social background.

- Spanish here in the USA is seen

as the language of illegal aliens.

MacrocultureLanguage 2

Nationaloriginclass

region

community

personality

typeOf

giftedness

LevelOf

giftedness

age

religion

tiesto

MicroclutureL1

Gollnick and Chinn, 1990Modified by

Liliana Wright, 2004

The Social and Emotional Development of Gifted English Language Learners The acquisition of the language of the

new culture is closely intertwined with the changing of identity, for it is through the language of social interchange and the language of the classroom that an individual is led to continue renegotiation of self.

The Social and Emotional Development of Gifted English Language Learners Cont.As the individual meets success in

integrating into the second culture, there is an increasing danger of losing affirmation from peers of the first culture who have not yet integrated or have chosen not to integrate at all.

Rance-Roney (2004) Tempo Winter 2005

Is there an instrumentfor Hispanics? There is an instrument that studied the

behaviors of Hispanic children. This instrument is called Hispanic Bilingual Gifted Screening Instrument. The researchers who created this instrument are Dr. Irby and Dr. Lara.

www.teachbilingual.com

Identification Procedures forG/T Students – Typical Flow Chart

NOMINATIONS and/or and/or

Staff Development on Definition and Characteristics

School Staff

Parents/

CommunitySelf/peers

Parent’s written permissionNo

SCREENING

Flow chart – Cont.SCREENING

At least 3 criteria gatheredby G/T committee

Subjective and Objective

SELECTIONIdentification Committee makes

decision for placement

Not accepted

Appeals

Accepted

Parent’s written permissionNo

Flow chart – Cont.Parent’s written permission

PARTICIPATION

CONTINUE

Leave of Absence

J.Martin, 1989Modified by L. Wright, 2003

Misconceptions and stereotypes -There is a series of misconceptions and stereotypic

expectations which were fostered in the early 20’s. Based on longitudinal research which began with Terman (Burks, Jensen & Terman, 1930; Cox, 1926; Terman, 1925; Terman and Oden, 1947, 1959), a wide spread assumption existed:

Gifted children have high IQ’s. Score well on achievement tests. Exceed norms in all areas of development. Are good looking. Are motivated. Are mature.

Why do we have a low representation of minority students in Gifted Programs?1. We are not trained to observe gifted

behaviors of minority students.2. We see languages other than English

as a problem, thus we wait until the child learns English to nominate him/her for g/t testing.

3. We unconsciously embrace the melting pot theory.

4. We believe in equality not in equity.

Recommendations Create local norms (allow a margin of

error 5 percentile points) . Use instruments in which you see the

child (i.e. portfolios). Talk to parents/teachers/peers. Follow your instincts. Take training in multicultural issues. Become an advocate. DO NOT CLOSE DOORS!!!

Suggested Formula

Use a checklist that encompasses the behaviors of Hispanic children, in addition to the traditional checklists.

Compile portfolio materials (aside from the prescribed ones).

Take time to write about the child-paint a picture of the person.

Suggested…cont.

Make/take anecdotal records of instances in which you have seen/observed the child utilizing higher order thinking skills.

Include, along with the nomination form, copy of records of the child’s school history, and anything related to language acquisition (LPAC, Oral Language Scores-IPT, DRA/EDL and/or Flint Cuter- reading scores, RPTE, etc).

Irving ISD Blackboard 6

Remember that second language learners have the following disadvantages in the classroom: Language structure of mother language versus

English language structure. Learning a language while learning concepts. Week or ill understood Second Language

Program. Teacher’s lack of understanding of the stages

for language acquisition. Stereotypes The catch-up effect.

There is a call to: Change the attitudes and knowledge

of teachers and administrators about

minority students by providing a

climate of openness and acceptance

for all of these deserving students

(Maker & Nielsen, 1982).

Quote

“The only way to develop a young mind to its fullest potential, is to recognize the knowledge that already exists [regardless of the language], and take it to a higher level.”

Author Unknown

Kingore’s Diversity Analogy

Being gifted is like having a real nice

car. But the environment in which you

drive affects your forward momentum.

Analogies cont.

The gifted from a nurtured, enriched background has a car with an outside accessory package. Everyone can see, admire, and serve the talents.

The low socioeconomic gifted has the car, but may not yet have the keys to drive it.

Analogies cont.

The highly gifted or prodigy has the car but may only be allowed to drive within the city limits and must follow all the usual traffic signs, such as slow, caution, speed limit, and stop.

Analogies cont.

The underachieving gifted has the car, but is considered too young to drive it.

The language different gifted has the car, but the signs and directions are in another language so it cannot go anywhere.

Analogies cont.

The ADD/ADHD gifted has the car, but the electrical ignition system is wired differently so it stays in motion when others want it to stop.

The culturally diverse gifted has the car, but it has a shrink-wrapped cover over it which clouds its potential.

Analogies cont.

The physically challenged gifted has the car, but the air conditioning is broken. The mechanics are kept so busy trying to fix the air conditioning that the never gets to be driven.

Analogies cont.

The gifted female has the car, but she may self sabotage or be around others who think she does not deserve it. Many wonder what her daddy does!

In communities across the country there are gifted English language learners who manage to successfully navigate both value systems [language and culture 1 and language and culture 2]. This demonstration of resiliency is a characteristic of gifted culturally and linguistically diverse students.

Rance-Roney (2004) Tempo Winter 2005

Quote

“The teacher has been found to be the single most important factor in whether a program benefits gifted students.”

Renzulli, 1977