THE SUPPORTIVE ROLE OF TEACHERS

“Unless someone like you cares a whole awful lot, nothing is going to get better. It’s not.” ~The Lorax ~ by Dr. Seuss (1971: 58)

4.9.1 Introduction

Teachers are responsible for providing support in the inclusive classroom. This support is for all learners, but for the focus of this study, the specific support for the cognitively gifted ESL underachiever is emphasised.

Stewart (2003: 33) notes that teachers might notice the learning difficulty and fail to see the learner’s gifted aspect. Montgomery (2003:7) mentions the learners whose learning difficulties are hidden and often not recognised. She states, regarding the co-occurrence of giftedness and learning difficulties, that these concepts “cancel each other out and to all intents and purposes the learner appears average in ability and attainment” (Montgomery 2003: 7). This intersection of cognitive giftedness and a learning difficulty creates a twofold barrier to optimal learning. Firstly, the cognitive giftedness may not always be recognised and therefore not encouraged and nurtured to its full fruition. Secondly, the support regarding English as the LoLT may not be provided as the learner is not perceived as having such a barrier. Assouline et al. (2009: 103) express concern for the twice exceptional learner when they note that a learning difficulty may mitigate such a learner’s academic achievement. Siegle’s (2008: 112) opinion is that provision must be made for giftedness to “surface and flourish”. It is therefore clear that the system of support is quite complicated.

4.9.2 What is expected from teachers as providers of support

Teachers may fail to recognise cognitive giftedness, especially among those learners who display deviant behaviour and for whom the expectations to perform are set low (Baker, Bridger & Evans 1998: 7). Teachers are expected to identify underachievement as a result of ESL learning of the cognitively gifted learner. They are also expected to provide an adapted curriculum and pastoral support (Joseph & Ford 2006: 43). In view of the fact that teachers “make it easier for learning to happen”, teachers are the focus of this study as they address barriers in an inclusive classroom (Green 1999: 129). Whitmore (1985: 3) specifies this role of providing for the gifted underachiever as adapting the curriculum to be challenging and valid. The

teacher must ensure a balance between developing foundational skills and enhancing learning that is beyond the expected curriculum. Stewart (2003: 33) comments on the role of the teacher as the one who should attempt to focus attention on the development of the learner’s gift and supply a programme for advanced enrichment. In an inclusive environment, those learners who arrive at school with difficulties can be assisted by meeting all their needs (Assouline et al. 2006: 4). These needs are varied and could represent needs from, for example, a social-economical, linguistic, physical or intellectual nature.

Many issues co-exist in this process of intervention. Winebrenner (2003: 133) warns against a system where time is taken away from enhancing the cognitive giftedness by using more time to work on the lack of English language proficiency. Baker et al. (1998: 7, 9) note the misalliance between the needs of the learner and the school environment. This mismatch suggests that the learner’s specific needs are not addressed. From their specific American perspective, they assume that up to 40 per cent of gifted learners are at risk for serious underachievement or scholastic failure (Baker et al. 1998: 5). Lovett and Lewandowski (2006: 517, 520) note that learners sometimes achieve average academic results which may mask giftedness as well as a learning difficulty. They describe these twice exceptional learners as “undetected or misdiagnosed”.

Montgomery (2000: 127) explains how, in an inclusive environment, a teacher should meet the needs of the learner. She mentions various inclusive models which organise the curriculum by consolidating activities into a complete learning experience (Montgomery 2000: 147). Kearney (1996: 2) emphasises the role of inclusive classrooms as determined to serve all learners. This includes teaching both the gifted learners and the ones with barriers to learning (Kearney 1996: 2). It is important to note that Kearney (1996: 2) specifically highlights that teaching entails much more than the learners just being in attendance. Teachers are beginning to acknowledge the dichotomy which defines the twice exceptional learner (Winebrenner 2003: 132).

To teach the cognitively gifted learner will involve using enrichment materials that will allow the learner to develop higher order thinking abilities, explore new information and offer opportunities for independent learning (Montgomery 2000: 132). It will also

focus on problem solving approaches and emphasising abstract concepts. To teach the ESL learner who lacks English language proficiency will involve a number of intervention strategies regarding literacy difficulties (Montgomery 2000: 172). To teach learners who are cognitively gifted combined with a lack of English proficiency will demand structured support from the classroom teacher. Wills and Munro (2000: 89) comment that these learners need teachers who understand why some learners underachieve and who can deal with the support process in a positive way. Diaz (1998: 107) lists fifteen school related behaviours of gifted learners underachieving in school. They are listed here as:

• a negative attitude towards school • test phobia.

• incomplete school work

• restless, inattentive, disorganised • easily distracted

• bored

• difficulty with analytical tasks • lively imagination

• inventive

• avoidance of competition • good at abstract thinking • rebellious, impulsive • tendency to withdraw • unreliable

• sense of external locus of control

These behaviours might assist the teacher when attempting to design and implement supportive intervention strategies.

Both the identification of the difficulties and the intervention strategies are dealt with in the classroom by the teacher. Van Tassel-Baska et al. (2008: 298) note that the literature in gifted education accentuates teacher behaviour and the teacher’s role. They comment on effective teachers and stress the role of sound teaching practices. Mills (2003: 273) notes that exemplary teachers are focussed on achievement. She

lists three significant characteristics which describe effective teachers of gifted learners:

• enthusiasm • flexibility

• expertise in the area being taught

It is important to note in this regard that cognitively gifted learners do not necessarily require cognitively gifted teachers. The teacher should just acknowledge the learner’s giftedness, understand her special talents and problems and be a bright, enthusiastic person (Kokot 2005: 484).

Van Tassel-Baska et al. (2008: 298) relate the evidence that suggests teacher behaviour in a classroom and teachers’ choice of instructional approaches affect the level of learners’ learning. With the specific circumstances of the twice exceptional learner, teachers are often caught between “belief and disbelief” (Winebrenner 2003: 132). Winebrenner (2003: 133–135) gives some teaching strategies for teachers when teaching twice exceptional learners:

• Teach learners to appreciate individual differences.

• Be aware that many learners who have learning difficulties prefer visual and tactile-kinaesthetic formats for learning success.

• Always teach content by teaching concepts first and detail second.

• Teach learners how to set realistic short-term goals and to take credit for reaching those goals, even if they represent only a partial amount of the entire task.

• Teach in a way that ties past learning to new content. • Immerse all the senses in learning activities.

• Provide specific instruction in organisational techniques.

• Find and use any available technique that will improve a learner’s productivity. Teachers are therefore responsible for the daily classroom support and strategies. They are expected to ensure an adapted curriculum that includes exposure to increasingly difficult content (Rogers 2007: 383). Assouline et al. (2009: 105) note that the identification of barriers, as well as the intervention for the barriers, is implemented in the classroom. Adaptive instruction should create a stronger link between a learner’s needs and the classroom experience (Winebrenner 2003: 133).

In an inclusive class there is really no space for a regular curriculum. All learners deserve appropriate teaching and support through a programme of learning, training and practising (Siegle 2008: 112).

4.10 Conclusion

This chapter discussed the critical areas surrounding cognitive giftedness, its definitions and challenges. It specifically highlighted the plight of the cognitively gifted learner who carries the double exceptionality of giftedness combined with a lack of English language proficiency. The paradigms of cognitive giftedness should allow for the complete inclusion of twice exceptional learners, specifically the twice exceptionality that lies on the intersection of cognitive giftedness and a lack of English language proficiency. Language and communication can either impede or enhance the exceptionality that is cognitive giftedness. When a cognitively gifted learner’s English second language learning masks her cognitive giftedness, both areas deserve teacher support and attention.

Such support, as provided by the Grade Four teacher, is the focus of the research. Chapter 5 concentrates on an appropriate research design and methodology to investigate the indicated support.

Chapter 5

5RESEARCH DESIGN

5.1 Introduction

This research asks the specific question: How do Grade Four teachers fulfil their supportive role when addressing the barriers to learning of the cognitively gifted ESL underachiever? Chapters 2, 3 and 4 dealt with related literature, which places the study in an ongoing discourse regarding the topics (Marshall & Rossman 1999: 23). This chapter will focus on the research design that was selected to achieve the outcomes, as identified in Chapter 1.

According to Babbie (2009: 92, 93), three of the most useful purposes of research are exploration, description and explanation. Exploration concentrates on breaking new ground in research but its shortcoming lies in the fact that it often does not provide satisfactory answers for research questions. In descriptive research, the researcher firstly observes and then describes accurately and precisely what was observed, while explanation sets out to answer the explanatory question of why. For the purpose of this study, where the supportive role of the Grade Four teacher for the cognitively gifted English second language underachiever is researched, the focus will fall on emancipatory research. McMillan and Schumacher (2001: 397) describe this research purpose by stating the following illustrative research question: “How do participants describe and explain their problems and take possible action?” To be able to attempt answering the stated research question, the chapter follows the following route.

Firstly, a description of the research paradigm is discussed. Following that description, the qualitative research design, focussing on the research method, the data collecting techniques and the data analysis process are explained. In conclusion, the trustworthiness of the research, with reference to validity and reliability are discussed.