It is timely to consider another critical issue that has impacted the health of our educational institutions. It is the issue of the lack of provision of differentiated curriculum for our top learners.
Identifying Gifted Multilingual Students: Barriers and Promising Practices
Giftedness occurs equally in all populations; however, research shows that gifted multilingual learners (MLs) are not represented equally in gifted programs (Siegle et al., 2016; Gubbins et al., 2018; Mun et al., 2020; Long et al., 2023). According to the National Education Association (NEA, 2020), MLs (students developing proficiency in multiple languages, including English), are the fastest-growing student group in the US. Despite the growing number of MLs, their representation in gifted programs continues to fall behind not only traditional populations of learners, but also behind all underserved populations, including twice-exceptional, rural, Hispanic, Native American, and Black students (Mun et al., 2020).
