Abstract
Current research on gifted English language learners (gifted ELLs) is broadly centered on identification issues and investigations of underrepresentation in gifted programs mainly in schools in the United States and referencing predominantly Spanish-speaking students. Australia presents itself as a multicultural nation, yet limited research exists as to what it knows about its particular gifted ELL populations and ways of supporting them when they enter Australian schools. A review of the current literature examines existing research in the United States and explores the findings from Australian studies. Some suggestions for future research in both local and global contexts are offered.
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