ABSTRACT
Hispanic immigrant populations continue to impact our schools across the country, representing all 22 Spanish-speaking countries and territories of the world. The identification process for Hispanic immigrant students should include a combination of qualitative and quantitative data that embraces a multicriteria philosophy. Parents across all ethnic, cultural, and linguistic groups want their children to do well in school. Keeping language barriers in mind, schools and gifted education program leaders should make every effort to ensure that written communication from schools occurs in the heritage language of their students’ families. Parents of gifted English language learners support the school their children attend and want to foster the academic achievement of their sons and daughters, but language barriers and thus poor or misunderstood communication about gifted identification opportunities and procedures often result.
