Resources on Giftedness
Professional OrganizationsProfessional organizations devoted to supporting gifted, talented, and creative learners
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Professional ReadingBlog posts and other professional articles that will be especially useful to classroom teachers
A Gifted Child Checklist for Teachers - An excellent blog post that identifies common characteristics of, and misconceptions about, gifted learners
Gifted and Dyslexic: Identifying and Instructing the Twice Exceptional Student - Statistics, causes, common indicators, and possible intervention strategies for students who are both gifted and dyslexic
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ResearchAcademic articles about giftedness in the world language classroom
Bain, S. K., McCallum, R. S., Bell, S. M., Cochran, J. L., & Sawyer, S. C. (2010). Foreign language learning aptitudes, attitudes, attributions, and achievement of postsecondary students identified as gifted. Journal of Advanced Academics, 22(1), 130–156. https://doi.org/10.1177/1932202X1002200106 Biedroń, A. (2012b). Memory abilities in gifted foreign language learners. In M. Pawlak (Ed.), New Perspectives on Individual Differences in Language Learning and Teaching (pp. 77–95). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-20850-8_5 Biedroń, A., & Pawlak, M. (2016). New conceptualizations of linguistic giftedness. Language Teaching, 49(2), 151–185. https://doi.org/10.1017/S0261444815000439 Biedroń, A., & Szczepaniak, A. (2009). The cognitive profile of a talented foreign language learner. A case study. Psychology of Language and Communication, 13(1), 53–71.https://doi.org/10.2478/V10057-009-0004-7 Faulkner, H. (2003). Predicting gifted foreign language learning and performance [Doctoral Dissertation, University of Nottingham]. http://eprints.nottingham.ac.uk/13081/ Garfinkel, A., Allen, L. Q., & Neuharth-Prtichett, S. (1993). Foreign language for the gifted: Extending affective dimensions. Roeper Review, 15(4), 235–238. https://doi.org/10.1080/02783199309553514 Graham, S., Macfadyen, T., & Richards, B. (2012). Learners’ perceptions of being identified as very able: Insights from modern foreign languages and physical education. Journal of Curriculum Studies, 44(3), 323–348. https://doi.org/10.1080/00220272.2012.662525 Liu, H. (2014). Questioning the stability of learner anxiety in the ability-grouped foreign language classroom. The Asian EFL Journal Quarterly, 191. Lovecky, D. V. (2018). Misconceptions about giftedness and the diagnosis of ADHD and other mental health disorders. In Twice exceptional: Supporting and educating bright and creative students with learning difficulties (pp. 83–103). Oxford University Press. Matthews, P. H., & Matthews, M. S. (2004). Heritage language instruction and giftedness in language minority students: Pathways toward success. Journal of Secondary Gifted Education, 15(2), 50–55. https://doi.org/10.4219/jsge-2004-448 Merç, A. (2015). Perceptual learning style preferences of gifted vs. Non-gifted Turkish EFL learners. Proceedings of INTED2015 Conference, 3112–3119. https://www.researchgate.net/profile/Ali_Merc/publication/289537904_PERCEPTUAL_LEARNING_STYLE_PREFERENCES_OF_GIFTED_VS_NON-GIFTED_TURKISH_EFL_LEARNERS/links/568fdb4a08aee91f69a1339f.pdf Nikolova, O., & Taylor, G. (2003). The impact of a language learning task on instructional outcomes in two student populations: High-ability and average-ability students. Journal of Secondary Gifted Education, 14(4), 205–217. https://doi.org/10.4219/jsge-2003-436 Paul, R. H., & Carlson, N. N. (1981). An exploratory study of characteristics of gifted and talented foreign language learners. Foreign Language Annals, 14(5), 385–391. https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1944-9720.1981.tb01657.x Pishghadam, R., Khodadady, E., & Zabihi, R. (2011). Learner creativity in foreign language achievement. European Journal of Educational Studies, 3(3), 465–472. Rosenbusch, M. H., & Draper, D. C. (1985). Gifted preschoolers: Learning Spanish as a second language. Roeper Review, 7(4), 209–212. Rota, G. (2009). Direct brain feedback and language learning from the gifted. Language Talent and Brain Activity, 1, 337. Sheu, C. M., Wang, P. L., Hsu, L., & others. (2013). Effects of English proficiency grouping in freshman and sophomore English instruction: An analysis of teacher perceptions. The Asian EFL Journal, 15(1), 128–164. Szerencsi, K., & others. (2010). The need for linguistic creativity in foreign language classroom discourse. Acta Universitatis Sapientiae Philologica, 2.2, 286–298. Trayer, M. (1991). Learning style differences: Gifted vs. regular language students. Foreign Language Annals, 24(5), 419–425. https://doi.org/10.1111/j.1944-9720.1991.tb00488.x van Viersen, S., de Bree, E. H., Kalee, L., Kroesbergen, E. H., & de Jong, P. F. (2017). Foreign language reading and spelling in gifted students with dyslexia in secondary education. Reading and Writing, 30(6), 1173–1192. https://doi.org/10.1007/s11145-016-9717-x VanTassel-Baska, J., & Little, C. A. (2016). Content-based curriculum for high-ability learners. Sourcebooks, Inc. Wen, Z. (Edward), Biedroń, A., & Skehan, P. (2017). Foreign language aptitude theory: Yesterday, today and tomorrow. Language Teaching, 50(1), 1–31. https://doi.org/10.1017/S0261444816000276 Wen, Z. (Edward), Skehan, P., Biedroń, A., Li, S., & Sparks, R. L. (2019). Language aptitude: Advancing theory, testing, research and practice. Routledge. Werbińska, D. (2016). Learning from retired language teachers’ biographies: A research proposal. In Classroom-Oriented Research (pp. 57–74). Springer. http://link.springer.com/chapter/10.1007/978-3-319-30373-4_4 Yunus, M. M., Sulaiman, N. A., & Embi, M. A. (2013). Malaysian gifted students’ use of English language learning strategies. English Language Teaching, 6(4), 97. (N.d.-a). Retrieved April 28, 2017, from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.936.1704&rep=rep1&type=pdf (N.d.-b). Retrieved April 28, 2017, from https://www.degruyter.com/downloadpdf/j/plc.2009.13.issue-1/V10057-009-0004-7/v10057-009-0004-7.pdf |
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Professional Resources |
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