Exploring the Linguistic Profile of Gifted ESL Students

Kilani, Hoda

Exploring the Linguistic Profile of Gifted ESL Students

dc.contributor.advisor	Roessingh, Hetty
dc.contributor.author	Kilani, Hoda
dc.contributor.committeemember	Mendaglio, Sal
dc.contributor.committeemember	Roy, Sylvie
dc.contributor.committeemember	O'Brien, Mary Grantham
dc.contributor.committeemember	Abbott, Marilyn L.
dc.date	2018-11
dc.date.accessioned	2018-10-05T18:13:03Z
dc.date.available	2018-10-05T18:13:03Z
dc.date.issued	2018-09
dc.description.abstract	This study gleaned insights into the linguistic profile of gifted English as second language students (ESL). It explored students’, parents’, and teachers’ views of the gifted ESL journey of linguistic development through discussions on vocabulary development strategies, personal traits, and socio-cultural influences. Exploration used a single case study and gave voice to a purposive sample of four students, two parents, and three teachers. Data consisted of Expressive One-Word Picture Vocabulary Test (Martin, & Brownell, 2016), background survey, Duckworth’s 12-Item Grit Scale (2016b), Oxford’s Strategy Inventory for Language Learning (1990), focus groups with all participant groups, and interviews with students. The setting was a K-12 school where students (a) were enrolled in the same school, (b) were predominantly taught in English, (c) arrived to school with knowledge of a language other than English, (d) identified by the school as gifted and ESL, and (e) were in Grade 8 or 9. Students’ profiles showed that developing academic language is important for school success and should not be limited to determining efficacious linguistic strategies as it is also connected to interest and motivation. Parents’ and teachers’ data confirmed students’ results. Findings suggested that the ‘good’ gifted language learner consciously deploys (a) linguistic strategies, (b) personal traits, and (c) socio-cultural influences for linguistic development. The study proposed a vocabulary development model that classroom practitioners can adopt and adapt. The purpose is to initiate discussions and invite new research on pedagogies that enable academic vocabulary expansion among gifted ESL students.	en_US
dc.identifier.citation	Kilani, H. (2018). Exploring the Linguistic Profile of Gifted ESL Students (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/33121	en_US
dc.identifier.doi	http://dx.doi.org/10.11575/PRISM/33121
dc.identifier.uri	http://hdl.handle.net/1880/108769
dc.language.iso	eng
dc.publisher.faculty	Graduate Studies
dc.publisher.faculty	Werklund School of Education
dc.publisher.institution	University of Calgary	en
dc.publisher.place	Calgary	en
dc.rights	University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subject	English as a second language (ESL)
dc.subject	giftedness
dc.subject	personal traits
dc.subject	socio-cultural influences
dc.subject	vocabulary development
dc.subject.classification	Education--Bilingual and Multicultural	en_US
dc.subject.classification	Education--Curriculum and Instruction	en_US
dc.subject.classification	Educational Psychology	en_US
dc.subject.classification	Education--Guidance and Counseling	en_US
dc.subject.classification	Education--Language and Literature	en_US
dc.subject.classification	Education--Special	en_US
dc.title	Exploring the Linguistic Profile of Gifted ESL Students
dc.type	doctoral thesis
thesis.degree.discipline	Languages, Literatures and Cultures
thesis.degree.grantor	University of Calgary
thesis.degree.name	Doctor of Education (EdD)
ucalgary.item.requestcopy	true