Garfinkel, A., Allen, L.Q. & Neuharth-Prtichett, S. (1993) Foreign language for the gifted: Extending affective dimensions. Roeper Review, 15 (4), 235-238.

"Our purpose here is to relate research on affective dimensions to foreign language instruction for the gifted. We will discuss Krathwohl's Taxonomy of Educational Objectives: The Affective Domain, and suggest behavioral objectives and specific activities which will aid foreign language teachers in meeting the affective needs of their gifted and talented students." (p.235)

 

Greenwood, B. (1995) Adventures in learning - 2: Creative language teaching. Gifted Education International, 10 (2), 88-89.

"There is a popular idea that we should not teach grammar. At the Willings Learning Clinic, we have found that children positively devour grammar, vocabulary and constructs congruent with their frame of reference. Our students devise 12 episodes of a story in English about a pair of 14 year old identical twins from overseas but in England for a year." (p.88)

 

Monheit, D. (1992) The gifted and talented second language learner in Victorian schools. Australasian Journal of Gifted Education, 1 (1), 5-7.

"Gifted and talented second language students have received little attention in Australian research. This paper has discussed a means of identifying such students. Characteristics concerning home related factors, school related factors, and attitudinal and personal factors have been identified as strongly differentiating between gifted and non-gifted second language learners." (p.7)

 

NSW Department of Education (1989) The Module Bank: Modern Languages and the Talented Student, 7-10. Sydney: Services Directorate. (CR371.95/M689)

Covers identification and teaching strategies (contract work, peer tutoring, pair work, work stations), with several copiable handouts.

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