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Mi Primer Idioma es Español: A Systematic Review of Gifted Access for Multilingual Students

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Bibliographic Details
Title: Mi Primer Idioma es Español: A Systematic Review of Gifted Access for Multilingual Students
Language: English
Authors: Alejandra Amaris Fernández Morgado (ORCID 0009-0000-4539-4347)
Source: Journal of Advanced Academics. 2026 37(1):98-138.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 41
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Descriptors: Literature Reviews, English Learners, Bilingual Students, Multilingualism, Gifted, Gifted Education, Disproportionate Representation, Student Evaluation, Ability Identification, Special Education, Critical Race Theory, Access to Education, Barriers
DOI: 10.1177/1932202X251394704
ISSN: 1932-202X
2162-9536
Abstract: This 2024 CEC Conference Poster Proceedings manuscript was based on my systematic literature review (SLR). Students whose first language is not English, labeled English learners (EL; or some othering variation of that term), are disproportionately underrepresented in gifted/enrichment/advanced education. Despite this growing demographic representing approximately 10% of the student population, they only represent approximately 2% of gifted and talented programs. Based on articles identified for this SLR, I highlight components of the referral process for multilingual students to gifted/enrichment/advanced education, along with potential biases. Findings included the connection between academic success and access/support to and within advanced education, as well as how teachers hold an enormous responsibility as gatekeepers for opportunities to learn.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496585
Database: ERIC
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Description
Abstract:This 2024 CEC Conference Poster Proceedings manuscript was based on my systematic literature review (SLR). Students whose first language is not English, labeled English learners (EL; or some othering variation of that term), are disproportionately underrepresented in gifted/enrichment/advanced education. Despite this growing demographic representing approximately 10% of the student population, they only represent approximately 2% of gifted and talented programs. Based on articles identified for this SLR, I highlight components of the referral process for multilingual students to gifted/enrichment/advanced education, along with potential biases. Findings included the connection between academic success and access/support to and within advanced education, as well as how teachers hold an enormous responsibility as gatekeepers for opportunities to learn.
ISSN:1932-202X
2162-9536
DOI:10.1177/1932202X251394704