Identifying and Serving Culturally and Linguistically Diverse Gifted Students

 
 
Routledge (Verlag)
  • 1. Auflage
  • |
  • erschienen am 9. September 2021
  • |
  • 130 Seiten
 
E-Book | PDF ohne DRM | Systemvoraussetzungen
978-1-000-50047-9 (ISBN)
 
Identifying and Serving Culturally and Linguistically Diverse Gifted Students revolutionizes the identification and education of culturally and linguistically diverse (CLD) gifted and talented students. Written with the educator, administrator, and program developer in mind, this book will positively transform the educational system for working with CLD student populations. Correlated with the updated NAGC standards, the book examines existing program structures through the lens of over- and underrepresentation of CLD students in gifted programs. The book also features a formula for auditing current programs for CLD representation and an innovative model for identifying these students for gifted services.
1. Auflage
  • Englisch
  • London
  • |
  • Großbritannien
Taylor & Francis Ltd
  • Für höhere Schule und Studium
978-1-000-50047-9 (9781000500479)
weitere Ausgaben werden ermittelt

Dr. Lezley Collier Lewis is an educational consultant, author, and statewide expert on second language acquisition. Dr. Lewis received a Doctorate of Educational Administration from Texas A&M University and a Doctorate of Jurisprudence from Texas Tech School of Law. She has been instrumental in developing, instituting, and sustaining innovative, educational programs focused on English language learner (ELL) success. Dr. Lewis developed one of the first two-way, dual language programs instituted in Texas in the early 1990s and continues to work with school districts to streamline resources and create and sustain successful ELL programs.With more than 20 years in education, Dr. Lewis has worked in a variety of capacities in both the public and private sectors. She has served as a strategist for school districts implementing systemic change through strategic planning. Her teaching background includes P-16, bilingual/ESL education, secondary world language, and public school district-level administration. However, her greatest accomplishment is that of being a parent of a public school teacher.

Annie Rivera, M.Ed., is an educational consultant in bilingual and ESL instruction, professional development, and program development for rural, suburban, and urban school districts and campuses. Her teaching background includes transitional bilingual, dual language, ESL, and regular education classroom instruction at the elementary and secondary levels in both private and public schools in Texas and abroad, as well as at the college level. In addition, Rivera has also served as instructional specialist and district-level coordinator for bilingual/ESL programs. Proud of her Korean heritage, native-Texan roots, and families in Latin America, Rivera describes herself as being tri-lingual, tri-literate, and tri-cultural. She is also a product of a gifted program, FLES program, and heritage language school. This identity and her personal experiences give her not only a unique perspective and insights into serving CLD students and meeting their needs, but it also instills in her a deep-rooted passion for advocating for multilingualism in all students. Rivera is an Ivy League graduate from the University of Pennsylvania and plans to pursue her doctorate in the area of international education. Rivera resides in the Dallas area with a very supportive extended family; her loving husband, Gonzalo; and her beautiful daughter, Camila.

Introduction Section I: Foundational Principles Composing the Education of the Gifted CLD Learner Chapter 1: Second Language Acquisition Chapter 2: Giftedness in the CLD Student Section II: Examining Existing Programmatic Structures Chapter 3: CLD Representation in Gifted Programs Chapter 4: Blending of Programs: Models and Design Section III: Service Delivery Chapter 5: Curriculum and Instruction Chapter 6: Professional Development Chapter 7: Family and Community Chapter 8: Program Evaluation Conclusion References About the Authors

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