ABSTRACT
Gifted English learners (ELs) are an underserved population in US schools with advanced academic needs that call for attention from educators. This chapter includes a brief introduction to the heterogeneity of ELs and the state of EL gifted education that serves as the foundation for examining strength-based approaches for meeting ELs’ advanced academic needs in K-12 classrooms across the range of current English learning models. This chapter also features accommodations to meet targeted goals as well as formal curriculum models, instructional approaches, and organizational strategies that incorporate these accommodations – allowing differentiation flexibility and responsiveness. A sample science lesson illustrates aligning and concurrently meeting content, English learner proficiency, and gifted standards while increasing cognitive complexity and infusing problem-solving investigations. Finally, the chapter addresses affective considerations by exploring curricular options that respect developmental differences across age groups and suggesting inclusive ways to build connections between school and home.
