Culturally and Linguistically Diverse Students with Giftedness: How Teachers and Parents Can Support Their Academic and Social Needs

Autor/in	Nguyen, Huong Tran
Titel	Culturally and Linguistically Diverse Students with Giftedness: How Teachers and Parents Can Support Their Academic and Social Needs
Quelle	In: Multicultural Education, 19 (2012) 2, S.10-17 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Cognitive Processes; Foreign Countries; Military Personnel; War; Daughters; Disabilities; Refugees; Teacher Education; Females; Gifted; Cultural Context; Vietnamese People; Parent Child Relationship; Learning Experience; Cultural Differences; Cultural Background; Student Needs; Parent Teacher Cooperation; Teaching (Occupation); Child Rearing; California + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Ausland; Krieg; Daughter; Tochter; Handicap; Behinderung; Flüchtling; Lehrerausbildung; Lehrerbildung; Weibliches Geschlecht; Begabter, Hoch Begabter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Lernerfahrung; Kultureller Unterschied; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Teaching; Lehrberuf; Kindererziehung; Kalifornien
Abstract	Quynh (pseudonym), a Vietnamese-American female, was an honor student in her K-12 education in Vietnam four decades ago. April 30, 1975, abruptly signaled the fall of Saigon and the end of the Vietnam War. Many military personnel from the former regime found themselves and their loved ones in danger of being persecuted by the victorious new government. Nearly a decade later, Quynh and her family were permitted to enter the United States as political asylees; Southern California became their adopted home. There she resumed her education and pursued teaching as a career. Quynh soon completed her undergraduate and post-baccalaureate college education in the U.S. In addition to becoming a teacher, Quynh was also raising a school-aged daughter, Sheryl (pseudonym). Quynh often felt perplexed by her daughter's multi-tasking activities and observed that Sheryl seemed totally oblivious to her environment. She struggled with understanding her child's complex thought processes, viewpoints on matters, and responses to internal and external stimuli. Though Quynh repeatedly tried to connect to her daughter, she felt as though her efforts were frequently in vain: they seemed to be living in separate worlds. This article is a narrative of Quynh's journey toward better understanding aspects of giftedness in Sheryl and how it became manifested in cross-cultural contexts in order to fully support her daughter's academic and social needs. The purpose of this article is to: (1) Shed light on the experience of a Vietnamese American parent of a child with giftedness which could be of value to other parents; (2) Emphasize the importance of teachers and parents working together to ensure positive learning experiences for students with giftedness from diverse cultural and linguistic backgrounds; and (3) Offer practical suggestions and recommendations for educators to implement in their school settings. (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10