Motivating Highly Capable Students Through Heritage Language Instruction: An investigation into An After-School Program in Lake Washington School District, WA

Abstract

Language minority Students (LMS) constitute an indispensable component in the gifted education. Over the years, research has indicated that a culturally responsive (Gay, 2000) curriculum would benefits LMS in various aspects, where after-school programs, serve as the Community of Practice (COP) (Gutierrez et. al., 1995), places unique role on those highly capable LMS. LMS in the gifted education could be motivated through the heritage language instruction in the after-school program. This thesis reveals that highly capable elementary students who attended the community based after-school program are motivated in class performance, in curiosity, and in communication for knowledge when proper instruction of heritage language is given in the program. This study takes place in a suburban town within the greater Seattle area, in the State of Washington. A two-week observation was conducted as the author works there. This research provides implications for both educators and parents that heritage language instruction is better received if casual pedagogical approaches are implemented and more study time is allotted.