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English Language Education to Pupils with General Intellectual Giftedness

Eva Reid

The topic of English language education for pupils with general intellectual giftedness is rare in worldwide research areas. Even though research into English language education receives great attention and similarly does gifted education, the connection is not very common. The aim of this research study is to investigate the state of, and current challenges to, English language teaching in gifted education. Multiple methods (participant observation, interview and survey) were used under the «umbrella» of the case study with the aim to achieve an in-depth understanding of the case. Research findings reflect which principles, teaching techniques, types of activities and materials are used, what English teachers’ positions concerning their qualifications, experiences, beliefs and problems are, and what learning strategies gifted learners use when learning a foreign language.

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Researching the topic of teaching English to gifted pupils is one of my greatest research interests. Firstly, I was intrigued and very much inspired by gifted children, who are amazing to observe and work with. I realised that English language was not receiving much attention and it seemed to me, that gifted pupils could achieve more than what was offered to them. This knowledge inspired me to research this area of teaching English to gifted pupils and once I started looking into it, I realised that it is a scarcely researched topic worldwide. I have decided to carry out a case study, which although cannot be generalised, can give us a good insight into the issue of English teaching in gifted education.

The aim of this research was to investigate the state and current challenges of English language teaching in gifted education. Further research aims were to find out how English is taught, which principles, teaching techniques, materials and types of activities are used in teaching English to gifted learners. Another aim was to find out the teachers’ qualifications, experiences, beliefs and problems, and also which strategies gifted pupils use in learning foreign languages. The final aim was to propose a manual with activities for English language teachers, which would provide them with tips for teaching techniques and activities suitable for gifted pupils, with the aim to maximise the development of their abilities.

This work was divided into eight chapters, including theoretical part, research...

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