The Gifted Language Learner
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The Gifted Language Learner
Author: Alene Moyer
language: en
Publisher: Cambridge University Press
Release Date: 2021-06-24
If language learning is self-initiated and self-regulated, can anyone become native-like in a new language, or are special gifts necessary?
Identifying and Supporting Gifted English Language Learners
Identifying and Supporting Gifted English Language Learners is a practical guide for identifying and supporting gifted English language learners (ELLs) based on research and firsthand teaching experience. This book: Presents practical information and strategies for identifying gifted ELLs. Helps readers understand more about potentially gifted behaviors and talents. Supports the enrichment and social-emotional needs of these students. Includes background information, teaching strategies, and methods. Offers ideas for lessons and activities that can be used to support any learner. Research from the last two decades shows that there is a considerable disparity between ELLs and native English speakers identified as gifted. Identifying and Supporting Gifted English Language Learners will inspire action by key players in these students' lives, including English language and gifted educators, classroom teachers, school administrators, district and state leaders, families, and the greater community.
New Perspectives on Individual Differences in Language Learning and Teaching
Author: Mirosław Pawlak
language: en
Publisher: Springer Science & Business Media
Release Date: 2012-04-07
The volume constitutes an attempt to capture the intricate relationship between individual learner differences and other variables which are of interest to theorists, researchers and practitioners representing such diverse branches of applied linguistics as psycholinguistics, sociolinguistics, pragmatics or language teaching methodology. It brings together contributions by Polish and international authors, including leading experts in the field, touching upon changing perspectives on individual variation, cognitive, affective and social variables, learning deficits as well as their impact on learning and teaching. It offers a multifaceted perspective on these problems and shows how theory and research can be translated into classroom practice.