Bilinguality and Giftedness in a Canadian Public School: Toward a New Approach to Accommodating Bilinguals within a Monolingual Classroom

Autor/in	Priven, Dmitri
Titel	Bilinguality and Giftedness in a Canadian Public School: Toward a New Approach to Accommodating Bilinguals within a Monolingual Classroom
Quelle	In: Journal for the Education of the Gifted, 34 (2010) 2, S.303-326 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
Schlagwörter	Language Minorities; Public Schools; Psycholinguistics; Gifted; Monolingualism; Foreign Countries; Bilingualism; Immigrants; Interviews; Elementary School Teachers; Elementary School Students; Teacher Attitudes; Student Attitudes; Second Language Learning; Skill Development; Linguistic Theory; Educational Practices; Teaching Methods; Canada + Suchen Sie Ihr Suchwort? Sprachminderheit; Public school; Öffentliche Schule; Psycholinguistik; Begabter, Hoch Begabter; Ausland; Bilingualismus; Immigrant; Immigrantin; Immigranten; Interviewing; Interviewtechnik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Schülerverhalten; Zweitsprachenerwerb; Kompetenzentwicklung; Qualifikationsentwicklung; Linguistische Theorie; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Kanada
Abstract	This exploratory study investigates the intersection of bilinguality and giftedness in the public school system in Ontario and the connection between the bilinguality of gifted immigrant minority language (IML) speakers and their giftedness. Following a series of semistructured interviews with gifted pupils and teachers in the gifted program in an Ontario elementary school, it was concluded that the bilinguality of gifted IML students who are literate in their home language is not utilized for either curricular or community-building purposes. Drawing on recent research in psycholinguistics of bilinguality, this paper argues that the bilinguality of gifted IML students constitutes a cognitive asset that should be used for curricular purposes in the gifted program, suggesting potential ways to accommodate the continued bilingual development of the students within the largely monolingual framework of the Ontario curriculum. These potential ways are situated within the current research on biliteracy and critical literacy. (Contains 1 table and 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10