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Improving Access and Advancing Equity: A Reconsideration of Barriers and Solutions to Multilingual Learner Access to Gifted Programs
Abstract
The underrepresentation of linguistically diverse gifted learners continues to be a pervasive issue in schools across the United States. Many leaders in the field recognize the problem of this inequitable access to gifted education programs. In light of this persistent challenge, the present chapter critically examines the barriers that gifted multilanguage learners (ML) face that can hinder or prevent their access to gifted and talented programs to identify promising solutions and actionable changes. To achieve these ends, the following chapter unfolds in two parts. First, the authors examine four avenues through which gifted ML students may be identified and referred to gifted and talented programs to critically consider potential obstacles they face and solutions to those obstacles. Second, the authors then present the “talent development” model, combined with insights from Culturally Relevant Teaching, as a way to construct classroom environments that make the identification of gifted ML students more likely.
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