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2017 WCGTC Biennial World Conference

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3.1.6 Gifted English Language Learners - Success stories in secondary schools

Success stories of gifted ELLs in Australian secondary schools are recounted in this presentation that identifies the experiences and educational needs of this specific group of students and how these needs are being met. While there is consensus that students need proficiency in English to function in the Australian schooling system, my inquiry shows that the needs of students who are gifted must also be acknowledged. Success stories of diverse school offerings, support for English language learning, facilitation of self-directed learning, and quality of teachers and programs are identified as being paramount to meeting the educational needs of these students.

Author(s):

Aranzazu Blackburn
ablackb4@myune.edu.au
University of New England
Australia

Aranzazu M. Blackburn has been an educator for more than 20 years in Australia, undertaking diverse roles such as multi-age classroom teacher, English as a second language (ESL) teacher, Spanish teacher, assistant principal, PYP and curriculum coordinator, and learning support coordinator. Recently appointed as Director of Additional Learning Needs at Lindisfarne Anglican Grammar School in northern New South Wales, she has also recently successfully completed a PhD at the University of New England, Australia, focusing on gifted and talented English language learners in the secondary years.

 

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