Inclusive language learning project for primary school teachers with highly able students

Abstract

This article presents insights that emerged from a research study conducted with primary- school teachers in schools in Malta and Italy on the use of inclusive pedagogies and strategies used in language classrooms to cater for the cognitive needs of students with advanced language skills. The aim of this mixed-method study was to explore teachers’ perceptions of high language ability and giftedness, develop and implement training material for primary school teachers, and evaluate the effectiveness of these strategies. Findings indicate that adequate teacher training that happens over time rather than as a one-time training course may be instrumental in developing teacher confidence and effectiveness in creating stimulating learning opportunities for the highly able. This could also lead to the use of language strategies for the gifted in inclusive classrooms rather than pull-out programmes, raising achievement for all, thus creating more socially just practices. Finally, the level of motivation and engagement increases when rich and stimulating didactic activities are used inclusively to address the cognitive and affective needs of highly able learners.