The challenge of serving gifted students from nonmainstream cultural backgrounds assumes greater complexity when accompanied by linguistic diversity. Gifted students with primary languages other than English, or English language learners, demonstrate wide within-group differences related to language of origin, level o f first-and second-language proficiency, cultural background, and type and level of talent. While the majority of bilingual residents in the United States speak Spanish, some school district enrollments represent nearly 100 different language groups, some of very low incidence. To respond t o the needs of this population, educators require current information concerning appropriate procedures for identification, service delivery, instructional methods, and community involvement. This article summarizes available literature and suggests future directions.My My attends a regular, inner-city sixth-grade classroom. She immigrated from Vietnam a year ago with her brother and parents. Both children are struggling with English despite attending ESL classes for part of the day. Fortunately, the school district supports a Vietnamese community liaison. In helping her parents connect with social services, the liaison discovers that My My has been writing highly sensitive, expressive poetry in her native Vietnamese for several years. The liaison brings My My to the attention of the principal with a recommendation for special services to support her creative talent. The principal wonders how to assess My My's talent and whether the district's gifted program can serve her needs. The experience raises questions in the principal's mind about the unidentified gifts and talents of other children from the many language groups in her school (Somali, Spanish, Russian, Hmong).

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Critical race studies in Shakespeare have generated a vital body of scholarship that affords us deeper insight both to racial formations in early modern England and to the way contemporary understandings of racial difference infuse Shakespeare with a culturally relevant currency. However, critical race studies remain relatively marginalized within the broader field of Shakespeare studies. This essay reviews and underscores the scholarship that has kindled an important conversation about race in Shakespeare in an attempt to bring it to the fore, and it draws attention to the promise behind ethnic studies-with particular attention to Latino and Latina identity-within the field of Shakespeare studies. Scholarship that emphasizes the role of race, language, cultural identity, assimilation, and immigration in early modern literature and culture is making an impact on ethnic studies in Shakespeare, but ample room remains for us to diversify our field. This essay ultimately calls for Shakespeare and early modern scholars to encourage future research and pedagogical practices where the diversification of Shakespeare studies, and the Shakespeare academy, can materialize.