earticle

영어

These days, English education and gifted education have been among social concerns in Korea. A large number of private and public institutes for English education and gifted education have been flourishing for the past few years. Accordingly, foreign language (English) gifted education is expected to attract more and more social interest in the near future. However, this social pursuit of English and gifted education has rarely been founded on academic research. This paper addresses several issues relative to foreign (English) language gifted education in terms of conception, identification, and intervention. Since we have no general agreement with the conception of foreign language giftedness, it is never easy to conceptualize foreign language giftedness. This initial limitation of conceptualizing the construct of foreign language giftedness makes it harder to identify children with foreign language giftedness. Moreover, educating children with foreign language giftedness is not easy because we do not even have a general consensus on the approach in how to teach a foreign or second language.