Meeting the Linguistic Needs of High-Potential English Language Learners

The population of English language learners (ELLs) in regular classrooms has been increasing over the last few decades. However, ELLs are still underrepresented in gifted programs and teachers struggle to provide these students with adequate educational experiences. This article focuses on essential knowledge for teachers of high-potential ELLs and research-based strategies that can be used with these students regardless of their language background. Issues such as the underrepresentation of ELLs in gifted and talented programs are discussed. Essential knowledge for teachers presented in this article includes the distinction between everyday and academic languages and information about English language proficiency levels. Strategies used by linguistically responsive teachers are discussed. The information presented in this article can provide teachers with tools they can use in educating high-potential ELLs.