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Guidelines for the Identification of the Gifted Linguist
We recommend that you use a combination of the following methods:
- National Curriculum tests (average point score at KS2/ KS3- Use of
chance Graphs for KS4 students)
- Cognitive Ability Test Scores
- Reading tests
- National Curriculum teacher assessment
- Teacher nomination based on ongoing assessments and classroom observation
- Parents, peers and self nominations
Checklist of Criteria for the Identification
of the Gifted Language Learner
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B
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Is able to imitate the sounds of the foreign language
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C
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Is able to grasp grammatical concepts
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D
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Is able to perceive patterns quickly
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E
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Is able to relate new work to previous knowledge
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F
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Is able to identify familiar language in an unfamiliar context
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G
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Is a good guesser
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H
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Is willing to take risks
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I
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Shows initiative
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J
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Has speed and agility of thoughts
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K
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Is informed in areas beyond his/her years
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L
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Has an inquiring mind
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M
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Is articulate
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N
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Has a broad attention span
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- An individual need not display all the characteristics.
- Some very able pupils may appear to be daydreamers or bored.
- They may be disruptive in a desire to conform to their peers.
- They may have poor social skills.
Villiers Park
Some of you may have already heard of the Villiers Park courses for
gifted linguists at post 16. On top of their usual residential courses
for exceptional linguists, they are now expanding their role and
opening residential courses for teachers on post 16 education. Both
sets of
courses are subsidised by the Trust. For more information visit
the website:
Curriculum Network Meeting
Hertfordshire Development Centre - 26 January 2004
The MFL Good Practice Network Meeting discussed extending Gifted & Talented
pupils in modern languages. The attached file contains the notes made
of the meeting discussions.
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