Innovation in Language Learning

Intellectual talent coupled with learning experiences has often been a critical factor when identifying multidimensional perspectives of language precocity and acquisition. The early literature on giftedness focused largely on mathematical and scientific manifestations of giftedness.  Subsequent research and expanded definitions of giftedness have made significant changes in these views and encouraged a more diverse population.  Verbally gifted students benefit from second language instruction as early as they are reasonably proficient in their first language [1]. Children who become bilingual or trilingual simultaneously have an increased advantage and often retain their abilities for a lifetime. Recent literature has been valuable in its stress on verbal linguistic accomplishments, leadership, learning, and providing professional insight. Previously, the Chomskyan model of language acquisition did not address the talents of gifted students and suggested that language acquisition does not require formal instruction [2]. Gifted students often display advanced verbal abilities that facilitate second or third language acquisition; particularly, when instruction is sufficiently stimulating. Researchers recently focused on immersive technologies such as augmented reality (AR) and evidence of their impact on gifted language learners. They conducted a systematic scoping review to synthesize existing research and examine the impact of AR on linguistic development and motivational outcomes among gifted learners [3]. The following investigation and study focus on current emerging instructional strategies to challenge and strengthen critical verbal abilities for gifted language learners. Approaches and interventions are suggested to enrich instruction and pursue 21st century frameworks. Alternative curriculum implementation in a collaborative environment is recommended. Maintaining high standards and providing learning opportunities for exceptionally able students will ensure success and encourage academically and intellectually gifted students who are self-motivated and often eager to learn. Educators have a responsibility to provide learning opportunities for gifted and talented language learners and create an educational setting where their unique traits are recognized, stimulated and celebrated.