Kogan, E. (2001). Gifted Bilingual Students: a Paradox?New York New York, state, United States
New York, Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of : Peter Lang Publishing. (154 pp., $24.95 cloth, ISBN-0-8204-5016-2).
This wonderfully engaging book describes and discusses the purported "myth of the gifted bilingual paradox." Through her impassioned spirit and detailed research on the topic of bilingual education bilingual education, the sanctioned use of more than one language in U.S. education. The Bilingual Education Act (1968), combined with a Supreme Court decision (1974) mandating help for students with limited English proficiency, requires instruction in the native , Dr. Esther Kogan gives an empowering presentation on the issue in gifted education Gifted education is a broad term for special practices, procedures and theories used in the education of children who have been identified as gifted or talented. Programs providing such education are sometimes called Gifted and Talented Education (GATE) or of how bilingual students, through varying educational and familial challenges, can truly aspire to aspire to
verb aim for, desire, pursue, hope for, long for, crave, seek out, wish for, dream about, yearn for, hunger for, hanker after, be eager for, set your heart on, set your sights on, be ambitious for achieve educational success without losing sight of who they are as individuals and where they come from. Although the primary emphasis is on Hispanic children, the book states that bilingual students play an integral part of the educational system and require specialized attention in order to appropriately be identified and nurtured so that their talent potential can fully be realized.
Dr. Kogan presents the work in a clearly defined format, utilizing a "qualitative, retrospective" case study approach to illustrate the unique trials and tribulations of three Hispanic students--Oscar, Gaby, and Tina--who live in New York City New York City: see New York, city.
New York City
City (pop., 2000: 8,008,278), southeastern New York, at the mouth of the Hudson River. The largest city in the U.S. and are identified as potentially gifted through either Project Synergy or Project Synergy Preschool identification programs. Obviously, as the author notes, these are not meant to be representative of all other students from Hispanic backgrounds possessing high academic ability and achievement. Each case study complements and illustrates the theoretical discussion provided amid the opportunity for each highlighted child and his or her family to voice opinions and insights relevant to educational challenges and societal pressures.
The book begins with a brief, yet insightful overview of the history of bilingual education in the United States United States, officially United States of America, republic (2005 est. pop. 295,734,000), 3,539,227 sq mi (9,166,598 sq km), North America. The United States is the world's third largest country in population and the fourth largest country in area. , beginning with the enactment of the Bilingual Education Act The Bilingual Education Act of 1968 was the first piece of United States federal legislation in regards to minority language speakers. The bill was introduced in 1967 by Texas senator Ralph Yarborough. of 1968 to the current implications still felt by the U.S. Supreme Court ruling on Lau v. Nichols Lau v. Nichols, 414 U.S. 563 (1974), was a civil rights case brought by Chinese-American students living in San Francisco, California who had limited English proficiency. (1974) that, according to according to
1. As stated or indicated by; on the authority of: according to historians.
2. In keeping with: according to instructions.
3. the author, "... marked the beginning of a major policy shift that moves the responsibility for adapting to language differences from the home and the child to the school (Gonzalez, 1994)" (p. 6). The chapters that follow tackle the definitions, conceptions, and identification of gifted bilingual children, leading up to the three case studies, and concluding with a thoughtful commentary that not only summarizes the book and its key points, but offers authentic insights for parents in meeting the educational needs of their gifted Hispanic children, including workshops, mentoring opportunities, and advocacy group support.
The author does a nifty job of defining what bilingual education is and how it "needs to be understood more deeply than simply as an issue of learning a second language.... It resides in acquiring, developing, and maintaining the use of two languages" (p. 122). As noted, the goal is to encourage and mold biliterate children. The overarching objective is the preservation and encouragement of cultural pride, identity and heritage.
The book provides three exceptional case studies of bilingual students, their families, and the struggle to retain traditional values Traditional values refer to those beliefs, moral codes, and mores that are passed down from generation to generation within a culture, subculture or community. Since the late 1970s in the U.S. while pursuing the development of talent in an American milieu. However, I would liked to have seen three truly distinct cultural voices accentuating the common thread that runs through the lives of bilingual children from different cultural backgrounds. Perhaps a case study accentuating an Hispanic, Asian, and Russian child as well as their families would have provided an even more powerful portrayal of bilingual children who more often than not fall between the ubiquitous educational system cracks.
As a bilingual student myself, having spent my formative years in Greece as a youngster with Modern Greek as my first language, I can attest that to be bilingual and gifted is not a paradox. Instead, it is a symbiotic symbiotic /sym·bi·ot·ic/ (sim?bi-ot´ik) associated in symbiosis; living together.
Of, resembling, or relating to symbiosis. interconnectivehess that needs continual fostering and nourishment if it is to bring out the best in each bilingual child, given their particular circumstance. Dr. Kogan sums it up best by stating that "teachers need to become aware of how cultural differences may affect student learning and behaving and how to accommodate these differences in the classroom ...." (p.156).
In conclusion, this book serves as a beacon of hope and opportunity for a growing societal and educational issue in light of the burgeoning number of bilingual children in today's society and in the years to come. I applaud the author for her steadfastness and vigilance in keeping the flame of bilingual education lit so brightly as a critical and integral part of each child's educational experience, knowing how we need to empower and enrich each individual to fully realize his or her full cultural and intellectual potential.
Gonzalez, J.M. (1994). Bilingual education: A review of policy and ideologies. In R. Rodriguez, N. J. Ramos & J.A. Ruiz-Escalante (Eds.), Compendium of readings in bilingual education. Issues and practices (pp. 3-13). San Antonio San Antonio (săn ăntō`nēō, əntōn`), city (1990 pop. 935,933), seat of Bexar co., S central Tex., at the source of the San Antonio River; inc. 1837. , TX: Texas Association for Bilingual Education.
James Lynch, Ed.D., the Dean of Enrollment Management at Florida Gulf Coast University About FGCU
The newest university in the State University System of Florida, the school was established by then-governor Lawton Chiles in 1991, although the site of the university wasn't chosen until 1992, and construction pushed back even further still (until , who is bilingual and very passionate about multicultural education.