Maryna Shemuda


The article highlights the difficulties teachers face in teaching grammar to the gifted students because the individuals with exceptional gifts, talents and learning potential have needs that require specific attention. It presents the typical characteristics of the gifted students aged 17-19 who study according to the educational and professional programme “Secondary education (English language and literature)”. Some strategies for teaching gifted students English Grammar in a natural and flowing way to support them and maximise their learning are proposed by the author. One of such strategies is to ensure a multi-level curriculum in Grammar that is personalised to the gifted students’ interests and educational needs. An important point in the process of teaching gifted students English Grammar is to provide various enrichment activities and support their emotional growth. The author also describes the strategy of implementing technology usage in the process of teaching gifted students grammar concepts. One of the author’s proposed strategies is teaching gifted students English Grammar interactively and putting some fun into this process. The author also puts an emphasis on the importance of incorporating Grammar in context and encouraging gifted students to self-education while learning English Grammar. Implementing the proposed strategies can promote the creation of psychologically comfortable and creative learning environment to the gifted students in the process of learning Grammar. The author offers a variety of activities for everyday use in the process of teaching gifted students English Grammar, aimed at stimulation of the gifted students’ imagination, humour, creativity, etc. Finally, being a teacher of the gifted students means to be ready for a constant and professional development and always concentrate on the learner. 


linguistic abilities; giftedness; gifted students; English Grammar; teaching strategies

Full Text:



Arnold, J., & Fonseca, C. (2007). Affect in teacher talk. In Tomlinson, B. (Ed.), Language Acquisition and Development (pp. 107-121). London: Continuum.

Bailey, S. (1997). Acceleration as an option for talented students. In B.A. Knight and S. Bailey (Eds). Parents as lifelong teachers of the gifted (pp. 43-50). Melbourne: Hawker Brownlow Education.

Bruner, J. S. (1971). The relevance of education. New York, NY: W. W. Norton.

Clark, B. (1992). Growing up Gifted: Developing the potential of children at home and at school (4th Edn.). New York: Merrill.

Clarke-Midura, J., & Dede, C. (2010). Assessment, technology, and change. Journal of Research on Technology in Education, 42, 309-328.

Harmer, J. (1991). The Practice of English Language Teaching. London: Longman

Hertberg-Davis, H. L., & Callahan, C. M. (2013). Introduction. In H. L. Hertberg-Davis & C. M. Callahan (Eds.), Fundamentals of gifted education (pp. 1-10). New York, NY: Routledge.

Kulik, C. C., & Kulik, 1. A. (1984). Effects of ability grouping on elementary school pupils: A meta-analysis. American Educational Research Journal, 19, 415-428.

Liferenko, D.A. (2013). Lingvisticheskie sposobnosti kak osnova razvitiya lingvisticheskoy odarennosti [Linguistic abilities as a basis for the development of linguistic giftedness]. Karelskiy nauchnyiy zhurnal, 1(2), 40-43.

Neville, Ch. S., Piechowski, M.M., & Tolan, S.S. (Eds.). (2013). Off the Charts: Asynchrony and the Gifted Child. New York: Royal Fireworks Publishing.

Reis, S. M., & Renzulli, J. S. (2004). Current research on the social and emotional development of gifted and talented students: Good news and future possibilities. Psychology in the Schools, 41, 119-130.

Renzulli, J. S. (2012). Reexamining the role of gifted education and talent development for the 21st century: A four-part theoretical approach. Gifted Child Quarterly, 56, 150-159.

Siegle, D., & Foster, T. (2001). Laptop computers and multimedia and presentation software: Their effects on student achievement in anatomy and physiology. Journal of Research on Technology in Education, 34, 29-37.

Sousa, D. A. (2003). How the Gifted Brain Learns. CA: Corwin Press.

Sternber, R. J. (2017). ACCEL: A New Model for Identifying the Gifted. Roeper Review, 39, 152-169.

Sternberg, R.J. (1997) A triarchic view of giftedness: Theory and practice. In N. Colangelo, and G. Davis, Handbook of Gifted Education (2nd Edn.) (pp. 43–53). Needham Heights, MA: Allyn and Bacon.

Sullivan, S. C. & Rebhorn L. (2002) PEGS: Appropriate education for exceptionally gifted students. Roeper Review, 24, 221-225.

Wajnryb, R. (1990). Grammar Dictation. Oxford: Oxford University Press.

Webb, J., Gore, J., Amend, E., & DeVries, A. (2007). A parent’s guide to gifted children. Tuscon, AZ: Great Potential Press.

Copyright (c) 2018 Maryna Shemuda

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

ISSN 2410-8286 (Online), ISSN 2409-3351 (Print)