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Abstract

Culturally diverse gifted pre-schoolers lose interest and self-esteem in first school experiences through inadequate understanding by teachers and parents of home and preschool language differences and the intellectual-enhancing role of early bilingualism. Teacher recognition of ability in this population could ensure appropriate instruction to nurture giftedness but may depend on parent-provided information.

Information about their pre-schoolers' abilities was obtained from 36 Korean parents through the Kim Korean and Seattle Project Parent Questionnaires and interviews, and teacher observations. Case studies of three with high verbal abilities, unusual understanding, memory, and communication skills since infancy were conducted.

Dilemmas and solutions for Korean parents temporarily in the United States in assisting their children in rich language development, while pursuing bilingual acquisition in an English language setting and upon returning to their native setting are discussed. Significance for other families whose home language differs from major school language is explored.

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Bilingual Gifted Pre-Schoolers: Benefit or Hazard in Maximising Potential

Abstract

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References