Developing Differentiated Culturally Responsive Curriculum for Gifted English Language Learners: The Case of Kazakhstan

The Bloom-Banks matrix (Ford & Scott, 2016) stands as a potent framework for rethinking curriculum development for gifted programs in Kazakhstan, yet its integration into the school curricula remains largely underutilized. By utilizing the Bloom-Banks matrix, educators in Kazakhstan and in other countries would be able to develop curricula incorporating multicultural perspectives and diverse content while addressing different cognitive levels of learning.