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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/19909
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dc.contributor.authorBlackburn, Aranzazu Men
dc.contributor.authorCornish, Linleyen
dc.contributor.authorSmith, Susenen
dc.date.accessioned2017-01-31T14:54:00Z-
dc.date.issued2016-
dc.identifier.citationJournal for the Education of the Gifted, 39(4), p. 338-360en
dc.identifier.issn2162-9501en
dc.identifier.issn0162-3532en
dc.identifier.urihttps://hdl.handle.net/1959.11/19909-
dc.description.abstractCurrent research on gifted English language learners (gifted ELLs) is broadly centered on identification issues and investigations of underrepresentation in gifted programs mainly in schools in the United States and referencing predominantly Spanish-speaking students. Australia presents itself as a multicultural nation, yet limited research exists as to what it knows about its particular gifted ELL populations and ways of supporting them when they enter Australian schools. A review of the current literature examines existing research in the United States and explores the findings from Australian studies. Some suggestions for future research in both local and global contexts are offered.en
dc.languageenen
dc.publisherSage Publications, Incen
dc.relation.ispartofJournal for the Education of the Gifteden
dc.titleGifted English Language Learners: Global Understandings and Australian Perspectivesen
dc.typeJournal Articleen
dc.identifier.doi10.1177/0162353216671834en
dc.subject.keywordsSpecialist Studies in Educationen
local.contributor.firstnameAranzazu Men
local.contributor.firstnameLinleyen
local.contributor.firstnameSusenen
local.subject.for2008130399 Specialist Studies in Education not elsewhere classifieden
local.subject.seo2008930202 Teacher and Instructor Developmenten
local.subject.seo2008939903 Equity and Access to Educationen
local.subject.seo2008930103 Learner Developmenten
local.profile.schoolSchool of Educationen
local.profile.emailablackb4@myune.edu.auen
local.profile.emaillcornis2@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-chute-20170131-133740en
local.publisher.placeUnited States of Americaen
local.format.startpage338en
local.format.endpage360en
local.identifier.scopusid85009250419en
local.peerreviewedYesen
local.identifier.volume39en
local.identifier.issue4en
local.title.subtitleGlobal Understandings and Australian Perspectivesen
local.contributor.lastnameBlackburnen
local.contributor.lastnameCornishen
local.contributor.lastnameSmithen
dc.identifier.staffune-id:ablackb4en
dc.identifier.staffune-id:lcornis2en
local.profile.orcid0000-0001-7714-1213en
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:20107en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleGifted English Language Learnersen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.search.authorBlackburn, Aranzazu Men
local.search.authorCornish, Linleyen
local.search.authorSmith, Susenen
local.uneassociationUnknownen
local.year.published2016en
local.fileurl.closedpublishedhttps://rune.une.edu.au/web/retrieve/48a1ab09-5241-46b7-b5ee-66f206d3b321en
local.subject.for2020390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)en
local.subject.seo2020160303 Teacher and instructor developmenten
local.subject.seo2020160201 Equity and access to educationen
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