Considering Culturally Responsive Practices From Spanish Language Arts for English Language Arts in Gifted Education

• In Event: Liberation-Driven Perspectives in Learning and Instruction

Abstract

This paper examines the impact of curriculum and teaching practices on student learning and engagement in a dual language gifted and talented education (GATE) program with a specific focus on literacy and the implications of culturally responsive practices for enhancing student literacy, motivation, and achievement. The study centers on the learning experiences of Latina students identified as gifted and talented in their seventh-grade program and specifically compares student learning in their English Language Arts and Spanish Language Arts courses. The findings from this research present implications for actionable ways educators can enhance the literacy and ELA learning experiences of culturally and linguistically diverse students in GATE programming to challenge inequities in GATE education and improve literacy learning for all students.

Author

• Jenna Nelson, Concordia University Chicago