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Opis: Gifted students in primary school constitute an extremely heterogeneous group, so it is important that teachers pay close attention to students who stand out in terms of their abilities. This Master's thesis consists of two parts. The theoretical part, based on literature, defines who gifted students are and explains how they are identified in elementary schools. Moreover, the differences between individualization, differentiation and personalization of lessons are described and possible approaches to working with gifted students in English language classes presented. The empirical part is divided into two sections. First, a survey among English language teachers in primary schools was carried out, followed by a semi-structured interview with teachers at Podravje primary schools. This led us to draw conclusions that supported our hypotheses. We found that excellent grades are not the primary criterion for identifying giftedness; rather, teachers pay attention to student’s rich and extended vocabulary and their ability to acquire certain language elements more quickly. For gifted students, vocabulary development is not solely the result of watching English-language films or playing computer games. Similarly, teachers do not notice significant differences between genders but recognise the importance of adapting the work for gifted students. Teaching in schools is not the responsibility of a single teacher, but a collaborative effort, something that also proves important when working with gifted students.
Ključne besede: gifted students, English lessons, identification of gifted students, teaching gifted students
Objavljeno v DKUM: 08.07.2025; Ogledov: 0; Prenosov: 0
Celotno besedilo (2,04 MB)