From a Vietnamese gifted student:
"At the age of 8, coming to the United States felt like falling into an enormous river without any swimming skills. After struggling, dog paddling, and consuming large amounts of water on the way, I learned to keep myself buoyant and steadily gained experience. Cultural and language adjustment was not a choice; it was a survival need" (Rance-Roney, 2004, p. 73).
Gifted in a New Country: English Language Learners
Thousands of students from all across the world enter our schools every year, including those who are GT. It may be tempting to think "They're gifted -- they'll be just fine." But this is a fallacy for ELL students as much as it is for our American-born gifted (see Gifted Myths for more information). Instead, these students from multiple cultural and educational backgrounds need to have their needs met -- both linguistically and academically.
Deficit Thinking: Many times, students new to the United States may be judged on their English ability alone, not on academic potential (Rance-Roney, 2004). "'School personnel frequently view language differences as deficits that disable students rather than strengths that empower them' (Robisheaux, 2002, p. 135)" (Rance-Roney, 2004, p. 75).
In addition to fighting for proper academic placement, our GT immigrants are also dealing with the hurdles of acculturation, from culture shock to learning a new language and adjusting to a new environment. This can be especially difficult for GT students, who may already have heightened sensitivity (a characteristic of giftedness). "The adolescent may self-isolate or sleep more in an effort to escape the newness of the smells, sights, and feelings of the novel culture and may seek to suspend, at least for a time, the energy demands required to attend to those stimuli that do not fit into the familiar patterns of existence" (Rance-Roney, 2004, p. 77).
Deficit Thinking: Many times, students new to the United States may be judged on their English ability alone, not on academic potential (Rance-Roney, 2004). "'School personnel frequently view language differences as deficits that disable students rather than strengths that empower them' (Robisheaux, 2002, p. 135)" (Rance-Roney, 2004, p. 75).
In addition to fighting for proper academic placement, our GT immigrants are also dealing with the hurdles of acculturation, from culture shock to learning a new language and adjusting to a new environment. This can be especially difficult for GT students, who may already have heightened sensitivity (a characteristic of giftedness). "The adolescent may self-isolate or sleep more in an effort to escape the newness of the smells, sights, and feelings of the novel culture and may seek to suspend, at least for a time, the energy demands required to attend to those stimuli that do not fit into the familiar patterns of existence" (Rance-Roney, 2004, p. 77).
How Teachers Can Help
First, do not lower your expectations of what these students can achieve -- not only may it hurt their academic self-esteem, but it may lead to chronic underachievement (Rance-Roney, 2004). Instead, provide a safe environment for the student to "explore his or her transcultural and translingual self" (Rance-Roney, 2004, p. 83).