Abstract

The identification process of gifted English language learners, ELLs, will succeed using diverse identification tools. By relying on one or two tests, school systems are adding to the barriers that impede gifted ELLs’ identification. Preliminary findings highlighted the need to provide educators with comprehensive professional development programs on assessing ELLs. These findings also accentuated the work in progress nature of the identification process and the obligation to offer young ELLs enriched environments to promote development of their gifts.

Published in: Canada International Conference on Education, 2017

  • Date of Conference: 26-29 June, 2017
  • DOI: 10.2053/CICE.2017.0202
  • Electronic ISBN: 978-1-908320-83-4
  • Conference Location: University of Toronto Mississauga, Canada