Code switching includes the use ofcomplete sentences, phrases, and borrowed words .from another language (Brice & Brice, 2000). It is a common linguistic phenomenon noted among bilingualpopulations. In order to code switch effectively, students must possessa high level ofunderstanding ofthe 2 cultures, as well as a deep understanding ofthe underlying structures and purposes of2language systems. Code switching, rather than reflecting the traditional view ofa disadvantaged and semiliterate background, actually reflects an intellectual advantage. However, code switching has not commonly been perceived as a positive trait by schools, teachers, or the majority culture. Assessmentsfor nomination and identification ofgiftedness have traditionally been either single-language oriented or use concepts and behaviors that are reflective ofthe majority culture. This article explores some ofthe aspects ofcode switching and possible resultant behaviors ofbilingual children who are gifted.

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Researcher-initiated research often has little or no input from the groups who will be affected by the results of the research. The aim of this project was to describe practices of embracing patient-partners (i.e., individuals with aphasia and spouses/family members) in research. Six webinars were developed for both researchers and patient-partners that were required prior to participating in a joint conference that focused on collaborative research teams. The conference was designed based on an appreciative inquiry approach. Including patient-partners into research priorities and planning has been accomplished across various health domains in the United States, but this was the first organized national effort, in the United States, to support the inclusion of people with aphasia and their families as active partners in the research process. Consequently, it is hoped that future aphasia researchers also include patient-partner teams into their research process for more ecologically valid outcomes.

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