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Diversity is an enriching reality of our 21st century classrooms. The gifted and talented learner cannot be left behind. Gifted students often show areas of giftedness in language as well as foreign language learning and are present in our general classrooms everyday. Persevering and pursuing their talent and interest with a teacher who can challenge and therefore promote learning may be a key element. Differentiating the curriculum, differentiating instruction as well as assessment are pedagogical 'musts' if we aim to embrace the diversity of our most able students in this era of great accountability. There has to be, as suggested by experts a match between 'who', 'what' and 'how' we teach to result in student engagement. This 'who' is not the gifted group as a block but each individual high ability learner who brings with him an array of different characteristics, strengths and weaknesses. This array of characteristics requires an array of measures; acceleration and enrichment on their own might not be enough. It is of great importance that the Portuguese educational system embrace more delineated strategies of differentiation in order to cater for the needs of the heterogeneous population of gifted and talented learners present in our classrooms. This study, comprising of both a quantitative and qualitative design, gathered data from 110 public and private school teachers (of English) regarding their attitudes and perceptions of the gifted and gifted education as well as of self-reported strategies being implemented in class. Further information was collected from classroom observations as well as semi-structured interviews. Findings suggest that secondary teachers of English harbour very positive attitudes towards gifted learners in what concerns understanding their educational needs and also indicate that teachers' ideologies do not intervene with the provision for the gifted. However, secondary teachers of English in Portugal seem to harbour ambivalence regarding the perception of the isolation of gifted individuals as well as towards ability grouping despite the existing empirical research evidence. It was also found that based on the sample of teachers of English as a Foreign Language that iii participated in this study, little or no differentiation that caters for the gifted is taking place in Portuguese classrooms. To help lessen the achievement gap in what could be and what is and to rectify the inattention so far towards this subpopulation of learners, an overview of differentiation strategies that can be used in an English as a Foreign Language setting is suggested, alluding additionally to the idea that some practices are effective with all learners and are synonymous to driving up standards for all. Furthermore, the improvement in the understanding of the concept of giftedness, working with teacher beliefs and attitudes and embracing differentiation are recommended practices during teacher training courses. Professional development and further research concerning subject-specific strategies and more supportive school leadership as well as more inclusive laws are also highlighted as some of the current challenges and ways forward in embracing giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
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Año de publicación
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Entre 2000 y 2026
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Entre 2010 y 2019
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Entre 2010 y 2019
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