Professional Development for Transitional Kindergarten Teachers of Dual Language Learners: Learning and Applying Scaffolded Dialogic Reading

Authors

  • Carola Matera
  • Elvira Armas
  • Magaly Lavadenz

DOI:

https://doi.org/10.55370/hsdialog.v19i2.556

Keywords:

dual language learners, dialogic reading, transitional kindergarten, teaching practices, professional development, coaching

Abstract

This research to practice paper summarizes a study on professional development in the form of in-situ coaching for transitional kindergarten (TK) DLL teachers as they implemented a practice known as scaffolded dialogic reading. The practice itself was effective at improving teachers’ knowledge and competency in teaching DLLs, and coaching significantly increased this effect.

Downloads

Published

2016-07-11

Issue

Vol. 19 No. 2

Section

Research-to-Practice Summaries

License

This Agreement (the Agreement) is made by and between the authors and the HS Dialog Editorial Team.

Author Agreement

By submitting the research article to HS Dialog, I acknowledge it may be published by the J. Murrey Atkins Library at the University of North Carolina at Charlotte, the Author(s) certify that:

  1. Warranties:
    1. Authors are legally authorized and possesses full power and authority on behalf of co-authors to enter into this Agreement.
    2. Author warrants, on behalf of all article authors, that:
    3. The article is original, has not been formally published in any other peer-reviewed journal, is not under consideration for publication by any other journal and does not infringe any existing copyright or any other third party rights;
    4. The named authors are the sole author(s) of the article. Any co-author not signing this Agreement personally has granted full authority to the main author and agree to enter into this agreement of his/her behalf and to gran the following rights to HS Dialog.
    5. The article contains nothing that is unlawful, libellous, or which would, if published, constitute a breach of contract.

II.Copyright

Authors who publish with this journal agree to the following terms:

  1. Author(s) shall retain copyright to the article but grant the Journal right of first publication, and the irrevocable right to perpetually disseminate the article as part of the Journal subject to the Creative Commons Attribution License, that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Beginning one year after the date of formal publication of the article, Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work and subject to the Creative Commons Attribution License (e.g., post it to an institutional repository or publish it in a book), subject to a proper acknowledgement of its initial publication in this journal: This article was originally published in HS Dialog (Vol., Issue, Year).

III. Indemnification.

Author shall indemnify, defend, and hold harmless the Journal from any and all claims, liabilities, damages, expenses (including attorney’s fees and expert costs, penalties, fees, if any arising from enforcement of this Agreement and/or related to claims of infringement of copyrights or proprietary rights allegedly contained in the Article, or resulting from a claim of defamation, obscenity, or invasion of privacy based upon or arising out of the publication of the Article or any other breach of warranty as set forth in No. 1.