- ISBN: 9780805840513 | 0805840516
- Cover: Nonspecific Binding
- Copyright: 2/1/2003
Reports a major study on extending the current definitions of 'gifted' and 'talented' by examining the experiences of bilingual youngsters who are selected by their families to serve as interpreters for the families. Intended for researchers, policymaker
| Acknowledgments | p. xiii |
| Introduction | p. xvii |
| In Search of Giftedness: The Case of Latino Immigrant Children | p. 1 |
| Latino Immigrant Children | p. 1 |
| Latino Immigrant Students and the Identification of Giftedness | p. 2 |
| Gifted Education | p. 5 |
| Defining Giftedness | p. 7 |
| Current Definitions of Giftedness | |
| Identifying Giftedness in Minority Children | |
| Programs for the Gifted | |
| Conceptions of Giftedness | p. 14 |
| Discussion of Three Conceptions of Giftedness and Intelligence | p. 18 |
| Sternberg's Triarchic Model of Intelligence | |
| The Componential Subtheory | |
| The Experiential Subtheory | |
| The Contextual Subtheory | |
| Interactive Nature of Components | |
| Gardner's Theory of Multiple Intelligences | |
| The Three-Ring Conception of Giftedness | |
| Bilingual Language Abilities in Current Conceptualizations of Giftedness | |
| Bilinguals and Bilingualism | p. 25 |
| Professional Interpreters: The Case of Highly Skilled Bilingual Individuals | p. 25 |
| Translators and Interpreters | |
| Characteristics of Interpreters and Potential Interpreters | |
| Translation/Interpretation as a Process | |
| The Abilities of Novice Interpreters/Translators | |
| Ethnographic Studies of Young Intepreters | |
| The Study of Bilingualism | p. 35 |
| Types of Bilingual Individuals | |
| Privileged Child Bilinguals | |
| Majority-Group Children Schooled in a Minority Language | |
| Minority Children Schooled in a Majority Language | |
| Three Types of Child Bilinguals: A Summary | |
| The Problem of the Monolingual Perspective | |
| Bilinguals and the Concept of the Native Speaker | |
| The Question of Access | |
| Language in Bilingual Communities: The Case of Mexican-Origin Bilinguals | |
| The Appropriateness of the Monolingual Norm | |
| The Cognitive Consequences of Bilingualism | p. 50 |
| Early Work on Bilingualism and Intellectual Development | |
| Research on Bilingualism and Cognitive Functions After 1960 | |
| Research on Disadvantaged Immigrant Children | |
| Concerns About the Research on the Cognitive Consequences of Bilingualism | p. 59 |
| A Performance Team: Young Interpreters and Their Parents | p. 63 |
| Young Interpreters in Latino Immigrant Communities | p. 63 |
| Interviews with Parents of Young Interpreters | p. 67 |
| Coming to Stay | |
| English-Language Proficiency | |
| Situations in Which Interpreters Are Needed | |
| Children Chosen to Interpret for Adult Parents | |
| Child Characteristics | |
| Evaluation of Good Interpretations | |
| Characteristics of Good Interpreters in General | |
| Parents and Child Interpreters: A Summary | |
| Young Interpreters' View of Themselves | p. 84 |
| Situations in Which Youngsters Were Asked to Interpret | |
| The Act of Interpreting/Translating Remembered | |
| Reasons for Selection of Young Interpreters | |
| Evaluating Their Performance as Interpreters | |
| Successful and Unsuccessful Experiences | |
| Young Interpreters: A Summary | |
| Using Young Interpreters: Family Strategies for Survival | |
| The Study of Young Interpreters: Methods, Materials, and Analytical Challenges | p. 99 |
| The Development of a Simulated Interpretation Task | p. 99 |
| The Development of the Script for the Interpretation Task | p. 100 |
| Subjects | p. 102 |
| Procedures | p. 107 |
| Analytical Challenges | p. 108 |
| Assessing Quality of Interpretation | |
| Quality Assessment and Community interpreting | |
| Analyzing the Performance of Young Interpreters | p. 110 |
| The Process of Data Analysis | |
| The Performance of the Young Interpreters on the Scripted Task | p. 119 |
| The Analysis of Students' Performance | p. 119 |
| The Transmission of Original Information | p. 121 |
| Transmission of Essential Communicative Actions | |
| Transmission of Essential Communicative Actions | |
| Strategies Utilized in Transmitting Original Information | |
| Zero-Renditions | |
| Nonrenditions | |
| Strategies Used in Transmitting Original Information | |
| Conveying Tone and Stance | p. 139 |
| Conveying Tone and Stance: Summary | |
| Keeping Up with Communication Demands | p. 144 |
| Monitoring and Compensating for Linguistic Limitations | |
| Responding to Lexical Challenges | |
| Responding to Lexical Challenges: A Summary | |
| Communicating Using Flawed Language | p. 155 |
| English-Language Disfluencies | |
| Spanish-Language Disfluencies | |
| Summary: The Performance of Young Interpreters | p. 161 |
| Metalinguistic Awareness and Academic Potential | p. 162 |
| The Gifts and Talents of Young Interpreters: Implications for Researchers and Practitioners | p. 165 |
| The Performance of Young Interpreters: A Summary | p. 165 |
| The High Performance Capacity of Young Interpreters | p. 166 |
| Young Interpreters: The Perspective of Conceptions of Giftedness | p. 166 |
| Jackson and Butterfield's Explicit Conception of Giftedness | |
| The Triarchic Theory of Intelligence | |
| Gardner's Theory of Multiple Intelligences | |
| The Three-Ring Conception of Giftedness | |
| The Everyday Giftedness of Young Interpreters | p. 171 |
| The Cognitive Competence of Young Bilinguals | p. 172 |
| Implications for Researchers: Bilingual Students and Monolingual Bias | p. 173 |
| Developing the Talents of Latino Immigrant Children: Challenges, Questions, and Opportunities | p. 179 |
| Barriers and Challenges: Conceptions of Giftedness and Gifted Education | p. 179 |
| Latino Immigrant Children in American Schools | p. 183 |
| Latino Immigrant Students and Explanations of School Failure | |
| The National Challenge: Educating English-Language Learners | |
| Keep Up Versus Catch Up | |
| Gifted Education and Latino Immigrant Children | |
| The Establishment of Gifted Education Programs for Latino Immigrant Students | p. 187 |
| The Question of High Capacity and High Levels of Accomplishment | p. 188 |
| Categories and Areas of Giftedness | p. 192 |
| Arguing for an Expanded Definition | |
| Using Existing Categories to Classify the Giftedness of Young Interpreters | |
| The Question of Assessment and Identification | p. 194 |
| Opportunities: Establishing Programs to Nurture the Abilities of Latino Immigrant Youth | p. 196 |
| List of Tables and Figures | p. 199 |
| Notes | p. 201 |
| References | p. 205 |
| Author Index | p. 219 |
| Subject Index | p. 225 |
| Table of Contents provided by Syndetics. All Rights Reserved. |
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