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

Authors

Carola Matera, Ph.D., California State University, Channel Islands
Magaly Lavadenz, Ph.D., Loyola Marymount UniversityFollow
Elvira G. Armas, Ed.D., Loyola Marymount UniversityFollow

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Abstract

This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School District to provide professional development both in person and online to TK teachers on implementing Dialogic Reading practices and highlights a few of the participating teachers. This article has implications for expanding the reach of professional development for TK teachers through innovative online modules.

Publication Date

2013

Disciplines

Bilingual, Multilingual, and Multicultural Education | Early Childhood Education | Pre-Elementary, Early Childhood, Kindergarten Teacher Education | Teacher Education and Professional Development

Recommended Citation for Full Report

Matera, C., Lavadenz, M., & Armas, E.G. (2013). Dialogic reading and the development of transitional kindergarten teachers’ expertise with dual language learners. California Association for CABE, The Multilingual Educator Conference Edition, 36–39. 10.15365/ceel.article.2013.2