Why Gifted Multilingual Children Are More Likely to Go Unrecognized

My husband teaches mathematics and science at an OKAN school (Onthaalonderwijs voor Anderstalige Nieuwkomers—a Flemish program for newly arrived multilingual students that is broadly comparable to English as a Second Language (ESL) newcomer programs). There, students receive intensive Dutch language instruction before transitioning into mainstream education. They are grouped according to their proficiency in Dutch. As a result, children who are still developing their Dutch language skills are often placed in the same classroom, even though their cognitive abilities may differ dramatically.

He regularly tells me about students who, based on their Dutch proficiency, are placed in the "lower" language groups, yet suddenly flourish during mathematics or science lessons. Some make connections at remarkable speed, solve complex problems with ease, or spontaneously begin programming as soon as they are given the opportunity. Others, whose schooling has been interrupted, first need to rebuild much more fundamental academic skills and may still be learning how to solve simple arithmetic problems. The differences within a single classroom are therefore often enormous, making differentiated instruction not a luxury but an absolute necessity.

At the same time, he also sees how these cognitively gifted students are often judged primarily by their limited command of Dutch. Teachers who mainly encounter them in language classes understandably view them as students who require substantial support. In some cases, language proficiency ultimately carries so much weight that a student is not allowed to progress to mainstream education, despite demonstrating exceptional cognitive ability in other subjects.

It raises an important question: how often do we judge a child's thinking based on the language they are able to speak at that moment? And how many cognitively gifted children go unrecognized—not because they lack potential, but because that potential cannot yet be fully expressed in the language of instruction? Can a child be gifted and still struggle with Dutch? Absolutely.

This issue extends far beyond newcomer or Dutch as a Second Language (NT2) programs. Children who grow up in multilingual households or who come from immigrant backgrounds are also at greater risk of having their cognitive abilities overlooked. Giftedness exists across all countries, cultures, languages, and socioeconomic backgrounds. Yet research has consistently shown that not all cognitively gifted children have the same opportunity to be identified as gifted. In particular, children growing up in multilingual environments or with immigrant or refugee backgrounds are significantly more likely to remain under the radar (Al-Hroub & Ziegler, 2026; Hovinga & Cramer, 2026). This does not mean they have less cognitive potential. Rather, it means that their abilities are less likely to become visible within the ways giftedness is commonly recognized today.

This distinction is crucial. Giftedness does not suddenly emerge when a child becomes fluent in the language of instruction or starts earning high grades. Cognitive potential exists regardless of the language a child speaks or the circumstances in which they are raised. The real question, therefore, is not whether giftedness occurs among children with immigrant backgrounds, but how we can ensure that their talents have the same opportunity to be recognized, nurtured, and developed.

Giftedness Is Not Always Visible

When people think of giftedness, they often have a fairly stereotypical image in mind. They picture a child who excels academically, has an advanced vocabulary, loves to read, answers questions quickly, and earns top grades with little effort. However, this image is largely based on children who grow up in environments where their cognitive abilities have every opportunity to become visible.

For children from immigrant backgrounds, this is not always the case. A child who is still learning Dutch must constantly manage two demanding processes at once. On the one hand, they are trying to understand new academic content. On the other, they are simultaneously processing the language in which that content is being taught. As a result, a child may appear to learn more slowly, when in reality much of their cognitive effort is being devoted to understanding the instructions, vocabulary, and linguistic context in which new information is presented.

This distinction is crucial. A child's proficiency in a second language and their cognitive potential do not necessarily develop at the same pace. How fluently a child can express themselves in the language of instruction therefore does not always reflect the depth of their understanding, reasoning, or problem-solving ability. A child may possess exceptional logical reasoning skills, recognize complex patterns, and solve sophisticated problems while still searching for the right words to express those thoughts. When we focus primarily on what a child can verbalize in the classroom, we risk underestimating their underlying cognitive abilities.

In addition, many signs of giftedness are often far more apparent at home than at school. Parents describe children who spend hours experimenting, teach themselves new skills, build intricate constructions, ask profound questions, or naturally switch between multiple languages in an effort to express their thoughts as precisely as possible. At school, however, teachers often see only one part of that same child. This is not a reflection on the teacher—it is simply the natural consequence of the fact that school represents only one of the many contexts in which a child develops and learns.

When Expectations Shape What We See

Language is only part of the story. Expectations also play an important role. After all, we all view the world through our own lens—and teachers are no exception, even if they are often unaware of it.

Research shows that the identification of giftedness depends not only on a child's characteristics, but also on the expectations and interpretations of the professionals observing them. This is especially true for multilingual learners and children from immigrant backgrounds, where language proficiency and cultural expectations may unintentionally influence how cognitive potential is perceived (Hovinga & Cramer, 2026). Children who fit the traditional image of giftedness are more likely to be identified than those whose abilities present in less obvious ways. Factors such as language, socioeconomic circumstances, or an immigrant background can therefore unintentionally make a child's cognitive potential less visible (Hovinga & Cramer, 2026; Van Tricht et al., 2025). Several studies have shown that these children are less likely to be referred for further assessment or offered more challenging educational opportunities, despite having comparable cognitive abilities (Al-Hroub & Ziegler, 2026; Bikakci & Ziegler, 2026).

This certainly does not mean that schools intentionally overlook these children. On the contrary, most teachers genuinely want to support every child as effectively as possible. However, identifying giftedness is always an interaction between what a child demonstrates and how those behaviors are interpreted by the people around them. When educators rely heavily on language proficiency, academic performance, or familiar indicators of giftedness, some children are inevitably more likely to go unnoticed.

For parents, this can be particularly confusing. At home, they may see a child who is endlessly curious and eager to learn, while the picture painted by the school looks very different. This does not necessarily mean that either perspective is wrong. More often, parents and educators are observing the same child in different contexts, where different aspects of their abilities become visible. That is precisely why open communication between home and school is so important.

The Home Language Is Not a Barrier—It Is a Strength

A persistent misconception is that parents should speak as much Dutch as possible at home, even when it is not their native language. This advice is usually well-intentioned: parents naturally want to give their children every opportunity to succeed in school. However, research consistently shows that a strong foundation in a child's first language is actually a powerful driver of both cognitive and language development.

When children are able to express themselves richly in their first language, they do much more than learn vocabulary. They develop complex concepts, strengthen their reasoning skills, and build a deep understanding of the world around them. These underlying cognitive structures can then be transferred when learning a second or even a third language. In other words, children do not learn to think all over again in a new language—they simply acquire new words to express thinking that already exists.

For cognitively gifted children, this may be even more important. They often think abstractly from an early age, ask profound questions, and make unexpected connections. When they are free to express themselves in the language they know best, they have the opportunity to further develop these complex thought processes. This does not hinder the acquisition of the second language. On the contrary, the two processes can reinforce one another.

This does not mean that the language of instruction is unimportant. A strong command of the language of instruction remains essential for academic success. It does mean, however, that parents should not feel guilty if they primarily speak their own language at home. A rich language environment matters far more than the choice of any particular language.

Parents Often See a Different Side of Their Child Than the School Does

No teacher can get to know every aspect of a child. Schools see students during lessons, assessments, and group activities. Parents, on the other hand, see their children in very different settings—during conversations around the dinner table, while they are playing, building, reading, programming, or solving problems that will never be graded.

That is precisely why both perspectives are so valuable.

When parents notice that their child learns unusually quickly at home, has an exceptional memory, asks remarkably complex questions, or becomes deeply absorbed in a particular topic for long periods of time, it is worth sharing those observations with the school. Not to prove that the child is gifted, but to work together toward a more complete understanding of their abilities.

These conversations are often most productive when approached with curiosity and a spirit of collaboration. Rather than starting with the question of whether a child is gifted, it can be more helpful to share concrete examples. What interests stand out at home? What kinds of problems does the child solve independently? What questions do they ask? When do they seem most engaged and fully in their element?

Observations like these often provide valuable insights that complement what teachers are able to observe in the classroom.

What Can Parents Do?

If you suspect that your child has greater cognitive abilities than are currently visible at school, there is no need to immediately seek a label or formal assessment. More often than not, the first step is simply careful observation and open communication.

Pay close attention to what your child naturally chooses to do when given the freedom to pursue their own interests. Notice how quickly they grasp new ideas, the kinds of questions they ask, and the strategies they use to solve problems. These characteristics often provide a more meaningful picture of cognitive potential than grades alone.

Continue to foster a rich learning environment at home. This does not have to be complicated or expensive. Books, meaningful conversations, visits to museums, science activities, technology, coding, music, building projects, and creative pursuits can all help nurture curiosity, critical thinking, and intellectual growth.

At the same time, trust your own observations. Parents often see their children in situations that are simply not visible at school. This does not mean that parents are always right or that schools are always wrong. Rather, it means that each perspective offers valuable information, and together they create a much more complete understanding of a child's abilities.

If you notice that the school is focusing primarily on your child's language development while paying less attention to their cognitive strengths, try to approach the conversation openly and collaboratively. Share specific examples of what you observe at home, and ask how the school might provide appropriate intellectual challenge alongside the language support your child needs.

Finally, be patient. A student who is still learning a second language today may present a very different picture just a few years from now. Cognitive potential does not disappear simply because a child is temporarily learning in a language they have not yet fully mastered.

In Closing

Giftedness knows no boundaries. It exists across every language, culture, and country. Yet not all children have the same opportunity to demonstrate their cognitive potential. When language proficiency, immigration, or cultural differences become the primary focus, there is a real risk that the child's underlying abilities will go unrecognized.

The answer is not to lower our expectations, but to broaden our perspective. We need to look beyond academic performance alone and remain curious about everything a child is capable of—even when those abilities cannot yet be fully expressed in the language of instruction.

Ultimately, this is about far more than identifying giftedness. It is about ensuring that every child has the opportunity to develop their talents to the fullest. And that begins with adults who are willing to look beyond language and recognize the thinking that lies behind it.

Curious what this looks like in practice?

On October 17, Len Howard Bertels will share firsthand experiences from teaching newly arrived multilingual students. Through real-world classroom examples, you'll discover why cognitively gifted multilingual learners are sometimes overlooked, the challenges schools face in identifying them, and practical ways to better recognize and nurture their talents.

Register for the Study Day

References

• Al-Hroub, A., & Ziegler, A. (2026). Gifted and displaced: Examining giftedness in the contexts of migration and forced displacement — perspectives from Palestine, Jordan, Germany, Türkiye, and the Netherlands. Gifted and Talented International, 41(1), 1–5. https://doi.org/10.1080/15332276.2026.2682666

• Bicakci, M., & Ziegler, A. (2026). Giftedness across borders framework: A resource-oriented analysis of migration and forced displacement. Gifted and Talented International, 41(1), 6–26. https://doi.org/10.1080/15332276.2025.2574718

• Hovinga, F., & Cramer, Y. (2026). Language, migration and the identification of giftedness: Evidence of systemic misalignment in the Netherlands. Gifted and Talented International. https://doi.org/10.1080/15332276.2026.2672506

• Van Tricht, L., Gubbels, J., Hoogeveen, L., & Bakx, A. (2025). Motivation of high-ability secondary school students from low SES families in the Netherlands compared to Belgium, Luxembourg, Denmark and Germany. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2025.2578426 

Copyright © 2026 Dr. Sabine Sypré – All rights reserved. No part of this article may be reproduced in any form or by any means, whether electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the author. Sharing online is permitted provided the author is credited and a link to this article is included.