1. What accounts for the disproportionately high representation of ELs in ESS/special education and disproportionately low representation in gifted and talented programs? Support your response with at least one scholarly resource.
What can a teacher do to help identify gifted and talented students within the EL population? What are some ways you can help develop the gifts and talents of ELs in your classroom?
2.Who are long-term English learners (LTEL), recently arrived English learners (RAEL), and students with interrupted formal education (SIFE)? What are some factors that influence their English language acquisition? How do the EL special populations of refugee, migrant, immigrant, and Native American, relate to LTEL, RAEL, and SIFE?