Curriculum & Instruction Supports for Gifted English Language Learners

Young female english language teacher standing in front of the blackboard


As initiatives begin to remedy the underrepresentation of ELLs, gifted programming must improve support for these students despite cultural and linguistic differences. This session describes ways to respond to linguistic diversity in gifted education and practical ways to implement curricular and instructional strategies that mitigate knowledge gaps and language barriers.

Learn More About the Speakers

Yasmin Laird is a Graduate Student at Baylor University who is currently pursuing a PhD in Educational Psychology with a concentration in Gifted and Talented Education. Her current research involves gifted and talented bilingual/ELL student populations. She has taught in various PK-12 settings, ranging from elementary bilingual classrooms to AP Spanish.

Celeste Sodergren is the Director of Advanced Academics for Waco ISD and is a doctoral student at Baylor University in Educational Psychology. Her interests include leadership, self-beliefs, and practical application of theory.


Assessing Growth

Although the State Plan (TEA, 2019) requires evaluation of student growth, the process remains difficult for Texas districts. Assessment beyond on-level state testing is required to adequately assess growth in our gifted learners and in the curriculum and instruction provided to them. Implementation of growth modeling and other suggested effective tools will support assessment of academic growth in gifted learners.

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