Integration of linguistic principles in the implementation of the ELIGEN model in enrichment programs at inclusive schools

Liza Murniviyanty; Dian Nuzulia Armariena

doi:10.26740/eds.v10n1.p183-193

Authors

Liza Murniviyanty Faculty of Teacher Training and Education, PGRI University of Palembang
Dian Nuzulia Armariena Faculty of Teacher Training and Education, PGRI University of Palembang

DOI:

https://doi.org/10.26740/eds.v10n1.p183-193

Keywords:

ELIGEN model , Linguistics learning , Inclusive schools , Gifted students

Abstract

The ELIGEN Model (Enrichment Learning for Gifted and Exceptional Needs) is designed as a flexible enrichment approach to address the diverse needs of gifted and exceptional students in inclusive classrooms. This study examines the systematic integration of linguistic principles phonology, morphology, syntax, semantics, and pragmatics into ELIGEN to support differentiated language learning. Using a descriptive qualitative method, data were collected through document analysis, classroom observations involving 3 verbally gifted students and 7 students with special needs, and interviews with 2 support teachers. The findings reveal that integrating linguistic elements enhances advanced literacy, metalinguistic awareness, and linguistic creativity among gifted students while providing structured scaffolding that supports learners with special needs. This approach enables both groups to engage in meaningful language use and develop deeper semantic understanding. This study contributes a structured yet flexible linguistically based enrichment framework within the ELIGEN model that integrates cognitive, linguistic, and social dimensions of learning. The framework offers a practical and replicable approach to differentiated language instruction, advancing inclusive education beyond traditional ability-based models toward a more integrative paradigm.

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