This article delves into the importance of exploring what lies inside the educational box, emphasizing the need to understand students’ prior knowledge and experiences as a crucial step toward fostering deep and innovative thinking, rather than just conforming to established norms and practices.
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).
