Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise With Dual-Language Learners

• In Event: Diverse Settings and International Perspectives in Early Childhood Education

Abstract

This paper presents results from a six-month project funded by the US Department of Education focused on enhancing teacher learning and improving instructional practices in Transitional Kindergarten (TK) in a large urban district in California. The study integrated the Doing What Works (DWW) Dialogic Reading techniques into on-going professional development for 28 TK teachers working with large percentages of dual language learners. We employed a quasi-experimental design using a comparison group to examine changes in teaching practices with and without coaching support. Data from classroom observations, teacher surveys, and coaching reflections indicate that initial implementation of dialogic reading supported TK teachers’ development of knowledge and practices with dual language learners.

Authors

• Carola Matera, California State University - Channel Islands

• Magaly Lavadenz, Loyola Marymount University

• Elvira Garcia Armas, Loyola Marymount University