{"title":"Diversity of and Differentiation for Gifted English Learners","authors":"Eugenia R. Mora-Flores","doi":"10.4018/978-1-7998-8153-7.ch010","DOIUrl":null,"url":null,"abstract":"This chapter presents a need to understand the diversity of the English learner population. Within this large multi-lingual group of students, there is a richness of diversity in languages, skills, histories, abilities, and experiences. Teaching for differences begins by learning about the students in the classroom. English learners collectively share language needs, but as individuals require attention to their own personal assets and abilities and ongoing learning needs. This chapter presents suggestions for teaching English learners through the lens of differentiation and extends to individualization and personalization. Strategies for supporting the unique needs within and across the multi-lingual learning population are presented. A focus on maximizing thinking shows a strong correlation to language development. Therefore, this chapter presents instruction for English learners as rigorous and challenging to promote thinking and language development.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"96 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Advances in Early Childhood and K-12 Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4018/978-1-7998-8153-7.ch010","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
This chapter presents a need to understand the diversity of the English learner population. Within this large multi-lingual group of students, there is a richness of diversity in languages, skills, histories, abilities, and experiences. Teaching for differences begins by learning about the students in the classroom. English learners collectively share language needs, but as individuals require attention to their own personal assets and abilities and ongoing learning needs. This chapter presents suggestions for teaching English learners through the lens of differentiation and extends to individualization and personalization. Strategies for supporting the unique needs within and across the multi-lingual learning population are presented. A focus on maximizing thinking shows a strong correlation to language development. Therefore, this chapter presents instruction for English learners as rigorous and challenging to promote thinking and language development.
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