Overview

This book points out the myth of the gifted bilingual paradox. It is an indication that the field of education of gifted bilingual students is more a possible achievement than an impossible dream. These students are an integral part of the educational system requiring attention to be appropriately identified and nurtured so that their talent potential can be fully realized. Gifted Bilingual Students: A Paradox? includes three original case studies that complement and illustrate the theoretical discussion and gives the families' voices a central place.

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9780820450162

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Reviews

It is with great enthusiasm that researchers and practitioners alike welcome the book 'Gifted Bilingual Students: A Paradox?' Dr. Kogan engages her readers as she presents the vivid portraits of three extraordinary children and their families. The understanding one has for these children is enhanced through the detailed background information on bilingual and gifted education that is presented in the first half of the book. As a balanced synthesis two facets of education, one can only conclude that to be gifted and bilingual is not at all a paradox. Rather it is a complex aspect of development that has been ignored for far too long. This book provides an inspired direction for the future and an enriching experience for all who are fortunate enough to read it. (Lisa Wright, Ed.D., Director, Hollingworth Center, Teachers College, Columbia) Esther Kogan's 'Gifted Bilingual Students: A Paradox?' is a major contribution to the literature on gifted students. No issue is as crucial to the survival and continued relevance of the gifted education field as the identification and education of gifted children from racial, ethnic, and linguistic minority groups. This book, through it's portrayal of the three children - not cases but real flesh-and-blood children - points to how the field can, and must, do better in serving children who historically have fallen through the cracks in the gifted education system. In bringing these children and their families to life for the reader, Esther has added more to our store of knowledge - as opposed to mere data - about gifted bilingual children than all previous works on this topic combined. (James H. Borland, Ph.D., Associate Professor and Chair, Department of Curriculum and Teaching, Teachers College, Columbia University)

Author Information

The Author: Esther Kogan is Assistant Professor of Education at Adelphi University, New York.

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