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.

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Published

2016-07-11

Issue

Vol. 19 No. 2

Section

Research-to-Practice Summaries

License

Copyright © 2025 by the authors. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution license (https://creativecommons.org/licenses/by/4.0/).