English Language Arts Curriculum and Teaching in a Dual-Language Gifted and Talented Classroom

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Abstract

This paper presents the findings of a study examining the curriculum and teaching practices of a dual language gifted and talented education (GATE) English Language Arts (ELA) classroom. During the study, the researcher conducted six focus group interviews with eight fifth-grade Latina students identified as gifted and talented. The researcher also collected student reflection journals to document student experiences with the ELA curriculum. Additionally, the researcher reviewed the fifth-grade dual language GATE ELA curriculum and conducted eight classroom observations to understand the curricular practices of the classroom. The findings from this study present educators with insights on the linguistic and reading experiences of students in this context and how to academically support students participating in dual language GATE.

Author

• Jenna Nelson, Concordia University Chicago