Hidden Gems: Identifying Young Gifted English Language Learners

By Viviana Prieto and Michelle Pacheco DuBois, Gifted Coordinator Network Chairs

Identifying young gifted English Language Learners (ELLs) requires a strengths-based, culturally responsive approach that looks beyond English proficiency. Traditional screening tools often privilege language and cultural norms that can mask advanced reasoning, creativity, problem-solving, and rapid learning (Olszewski-Kubilius, et al., 2014). Young multilingual learners frequently demonstrate gifted potential through nonverbal communication, concept transfer across languages, sophisticated pattern recognition, or advanced social-emotional awareness (Cummins, 2000; García & Wei, 2014;Pereria & Gentry, 2013; Bianco & Harris 2014). To ensure equitable access to gifted services, schools must use multiple measures when identifying gifted multilingual learners. 

Identification Season

The second half of the school year is a time when many districts in our country are in the identification process, looking for the hidden gems in our ELL populations. Early, culturally responsive identification helps close opportunity gaps and helps serve our diverse learners. (NAGC, 2015) Initializing the early identification can find and recognize advanced thinking that may be expressed differently across languages and leverage bilingualism as an asset instead of a hindrance. (Rees & Moon, 2011).

Language as an Asset to Identify Young Gifted ELLs

Treating language as an asset- rather than a barrier - can reveal rich indicators of giftedness in young multilingual students. Children who navigate two or more languages often demonstrate advanced metalinguistic awareness, flexible thinking, and sophisticated problem-solving skills (Bianco & Harris, 2014). 

Cultural Brokering in Young Gifted ELLs

Young gifted ELLs often act as cultural brokers, children who navigate, interpret, and connect the cultural worlds of school, home, and community. Even in early grades, multilingual learners may demonstrate an advanced ability to read social cues, mediate misunderstanding, translate information, and help peers or adults bridge cultural differences (Valdés, 2003).  This cultural brokering requires sophisticated social-emotional awareness, perspective-taking, and cognitive flexibility- all hallmarks of gifted potential. 

Making Connections All Year

As gifted advocates, we are constantly spreading the idea of connecting all areas of education with all gifted services and curriculum. Collaboration is not optional; it’s considered an essential best practice in gifted education. (NAGC, n.d.). This is the same when identifying our hidden gems in young, gifted ELLs. Gifted Coordinators should consider co-presenting with various departments in professional learning events throughout the school year to help all educators see giftedness as part of the supports and characteristics to observe. This would assist when collecting data.“Educators should be trained to recognize characteristics and behaviors of giftedness in students from diverse backgrounds, including in early childhood settings” (NAGC Pre-K–Grade 12 standards, 2019). As part of the data collection process for identification, here are some resources and strategies to implement.

Early assessment processes for gifted learners may include:

• Universal screening to identify potential giftedness in all students early, with an emphasis on the nonverbal area for ELLs (National Association for Gifted Children, 2019; Pfeiffer, 2013).

• Equity-focused practices, including local norms and culturally responsive identification methods (National Association for Gifted Children, 2019; Robinson et al., 2007).

• Use of multiple criteria, including standardized tests, classroom performance, and qualitative data -these could include observational scales (National Association for Gifted Children, 2019; Robinson et al., 2007).

• Teacher observations and rating scales to recognize characteristics of giftedness in everyday classroom settings (National Association for Gifted Children, 2019).

• Parent and family input to provide insight into early developmental behaviors and advanced abilities (Pfeiffer, 2013).

• Progress monitoring, measuring performance-based, and portfolio to capture higher-level thinking and creativity (Robinson et al., 2007).

• Cognitive and ability testing is one component of a comprehensive identification process (Pfeiffer, 2013).

• Ongoing progress monitoring, recognizing that giftedness may emerge over time (National Association for Gifted Children, 2019).

• District Language proficiency assessments - measuring language growth, such as ACCESS

Families are another important piece of the identification process  for young gifted ELLs because they provide context, cultural insight, and longitudinal observations that schools alone cannot capture. Collaboration with families provides essential context about early development and cultural ways of showing learning (Castellano, 2011). Guiding families through the identification process and providing linguistic support to understand the complexities of giftedness from a multilingual lens is a vital part of the early identification process.  

Early identification not only ensures access to appropriate challenge and enrichment but also affirms children’s cultural and linguistic identities, fosters confidence, and supports long term talent development. By recognizing language as an asset, observing cultural ways of showing learning, and considering culturally mediated behaviors such as cultural brokering, educators can uncover hidden strengths that might otherwise be overlooked. When educators approach identification through an asset-based lens, more multilingual learners are recognized, supported, and able to thrive. 

References

Bianco, M., & Harris, B. (2014). Strength-based RTI: Assessing and identifying gifted English language learners. Gifted Child Today, 37(3), 138-147. 

Castellano, J. A. (2011). Special populations in gifted education; Understanding culturally and linguistically diverse students. Prufrock Press. 

Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Multilingual Matters. 

García, O., & Wei, L. (2014). Translanguaging: language, bilingualism and education. Palgrave Macmoillan.

National Association for Gifted Children. (n.d.). Collaboration among educators. National Association for Gifted Children 

National Association for Gifted Children (NAGC). (2015). Identifying gifted English language learners: A guide for educators. NAGC. https://www.nagc.org/resources-publications/resources/gifted-education-resources/identifying-gifted-english-language (practical guidance and policy)

National Association for Gifted Children. (2019). Pre-K–Grade 12 gifted programming standards. 

Olszewski-Kubilius, P., Lee, S. Y., & Ngoi, M. (2014). Addressing underrepresentation of diverse learners in gifted education programs by rethinking identification. Gifted Child Quarterly, 53 (4), 242-255. 

Pereira, N. M., & Gentry, M. (2013). A qualitative exploration of the gifted English learner experience in the primary grades. Journal for the Education of the Gifted, 36(3), 329-349. 

Pfeiffer, S. I. (2013). Serving the gifted: Evidence-based clinical and psychoeducational practice. Routledge.

Rees, L. S., & Moon, L. (2011). Assessing gifted ELLs: Using multiple criteria and culturally responsive practices. Gifted Child Today, 34(2), 16–25. https://doi.org/10.1177/1076217511404480

Robinson, A., Shore, B. M., & Enersen, D. L. (2007). Best practices in gifted education: An evidence-based guide. Prufrock Press.