Professional Deficits of Language Teachers While Working with Philologically Gifted Students

Insegnamento linguistico e plusdotazione Le caratteristiche dell’apprendente

Politiche e pratiche per l’educazione linguistica, il multilinguismo e la comunicazione interculturale - SAIL ◽

10.30687/978-88-6969-501-8/022 ◽

2021 ◽

Author(s):

Alberta Novello

Keyword(s):

Learning Environment ◽

Foreign Language ◽

Language Learning ◽

Cognitive Abilities ◽

Gifted Students ◽

Foreign Language Learning ◽

Language Teachers ◽

Review Of The Literature ◽

Effective Learning

For gifted students learning a foreign language involves different processes with regards to the ones of their peers. Their learning is noticeably diverse due to their specific high cognitive abilities. Language teachers need to be familiar with the characteristics exhibited by gifted students as they are learning languages, in order to plan an effective learning environment. In this paper some general characteristics of gifted students are described, and their distinctiveness are underlined in relation to foreign language learning, thereby also providing a review of the literature of works dealing with giftedness.

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Gifted Studends and Inclusive Teaching: A Matter of Linguistic Policy

EL LE ◽

10.30687/elle/2280-6792/2021/02/002 ◽

2021 ◽

Author(s):

Alberta Novello

Keyword(s):

Small Group ◽

Gifted Education ◽

Language Teaching ◽

Gifted Students ◽

Language Teachers ◽

Inclusive Language ◽

Language Classroom ◽

Inclusive Teaching

Inclusive teaching is fundamental in the language classroom and gifted students need to be considered when tailoring inclusive language teaching programmes. In this article the main peculiarities of gifted students are presented, as well as some of the problems that could arise if they are not taken into consideration. The results of a survey of language teachers on training in gifted education and the experiences of a small group of parents are also reported. Some proposals to successfully include gifted students in the language classroom are then described.

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Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

European Journal of Psychological Assessment ◽

10.1027//1015-5759.18.3.214 ◽

2002 ◽

Vol 18 (3) ◽

pp. 214-228 ◽

Cited By ~ 17

Author(s):

Heinz Neber ◽

Kurt A. Heller

Keyword(s):

Secondary School ◽

Summer School ◽

Secondary School Students ◽

Social Cognitive ◽

Gifted Students ◽

School Program ◽

School Students ◽

Positive Effects ◽

Regulatory Strategies ◽

Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

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Audio Stories as Incidental Language Teachers

Journal of Media Psychology Theories Methods and Applications ◽

10.1027/1864-1105/a000281 ◽

2020 ◽

pp. 1-12 ◽

Cited By ~ 1

Author(s):

Ute Ritterfeld ◽

Timo Lüke

Keyword(s):

Language Learning ◽

Low Socioeconomic Status ◽

Language Teachers ◽

Control Group ◽

Low Socioeconomic ◽

Migrant Families ◽

Populations At Risk ◽

Grammatical Skills ◽

Entertainment Value

Abstract. Audio stories offer a unique blend of narrative entertainment with language learning opportunities as a user’s enjoyment is dependent on their processing of the linguistic content. A total of 138 third- and fourth-graders from low socioeconomic status and migrant families recruited from a metropolitan area in Germany participated in a randomized pre–post follow-up intervention study with a control group. Children listened to a tailored crime story of approximately 90 min over a period of 3 days within the classroom setting. Entertainment value for the age group was established in a pilot study. Outcome variables included semantic and grammatical skills in German and were administered before (pretest), shortly after intervention (posttest), and 2 weeks later (follow-up). We used nonverbal intelligence, reading, comprehension skills, age and sex as control variables. Results indicate a strong positive effect of media reception on language skills. The effectiveness of the intervention is discussed with reference to different linguistic domains, entertainment value, and compensatory effects in populations at risk of language learning deficits.

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