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

2013 ◽  
Author(s):  
Carola Matera ◽  
Magaly Lavadenz ◽  
Elvira Armas
Keyword(s):  
Professional Development ◽  
Los Angeles ◽  
Early Literacy ◽  
Language Learners ◽  
English Learners ◽  
Dual Language ◽  
Dialogic Reading ◽  
Reading Practices ◽  
Transitional Kindergarten ◽  
Early Literacy Development

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.

scholarly journals Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten

2015 ◽  
Author(s):  
Carola Matera
Keyword(s):  
Professional Development ◽  
Los Angeles ◽  
Professional Learning ◽  
English Learners ◽  
Dual Language ◽  
Language Learner ◽  
Dialogic Reading ◽  
Advisory Panel ◽  
Policy Recommendations ◽  
Transitional Kindergarten

Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.

Introspections on In-Service Teachers' Intercultural Responsiveness Skills for English Language Learners

2017 ◽  
pp. 181-201 ◽  
Author(s):  
Alina Slapac ◽  
Kim H. Song ◽  
Cynthia C. Chasteen
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Language Learners ◽  
English Learners ◽  
Dual Language ◽  
English Language ◽  
Linguistic Competence ◽  
Focus Group Interviews ◽  
Field Notes ◽  
Group Interviews

This chapter discusses the successes, concerns and challenges faced by in-service teachers in the instruction of English Learners (ELs). The constructs of intercultural responsiveness (IR), cultural competence (CC), linguistic competence (LC) and professional development (PD) are used as conceptual frameworks. The researchers are drawing on data gathered at a statewide conference focused on dual language (DL) education from five focus group interviews and informal conversations with twenty-seven in-service teachers and administrators at all levels of education, and the researchers' field notes .Vignettes of the participants' voices highlight their perspectives and experiences working with ELs. The authors hope that these stories of celebrations and struggles will engage other teachers and administrators to take a deeper look into their personal practices and pedagogies of working with ELs.

Phonemic Awareness and Literacy Development in Young English Learners With Non-Alphabet-Based Home Language

2018 ◽  
pp. 285-299
Author(s):  
Jenna Min Shim
Keyword(s):  
Academic Success ◽  
Early Literacy ◽  
Phonemic Awareness ◽  
English Learners ◽  
Literacy Development ◽  
First Language ◽  
Learning Opportunities ◽  
Literacy Acquisition ◽  
Education For All ◽  
Early Literacy Development

This chapter examines a widely accepted assumption that phonemic awareness is a precursor to early literacy development through a review of existing research studies in the field of phonemic awareness, early literacy acquisition and development and bilingual literacy acquisition and development. Based on a foundation that success in early literacy acquisition has a significant impact on students' later academic success, the author argues that unconditionally and uncritically accepting the view that phonemic awareness and literacy development are positively correlated can exclude many English learners (ELs) from learning opportunities and thus from later academic success. The author concludes that if educators are committed in providing equitable education for all students, we should not assume that all ELs have the same needs in early literacy acquisition instruction, and to do otherwise is to marginalize ELs especially the ones whose first language system bears no resemblance to that of English.

The Efficacy of a Vocabulary Intervention for Dual-Language Learners With Language Impairment

2013 ◽  
Vol 56 (2) ◽  
pp. 748-765 ◽  
Author(s):  
Maria Adelaida Restrepo ◽  
Gareth P. Morgan ◽  
Marilyn S. Thompson
Keyword(s):  
Language Learners ◽  
Growth Rates ◽  
Language Impairment ◽  
Dual Language ◽  
Dialogic Reading ◽  
Dual Language Learners ◽  
Mathematics Intervention ◽  
Vocabulary Intervention ◽  
English Only ◽  
Hands On

Purpose In this study, the authors evaluated the efficacy of a Spanish–English versus English-only vocabulary intervention for dual-language learners (DLLs) with language impairment compared to mathematics intervention groups and typically developing controls with no intervention. Further, in this study the authors also examined whether the language of instruction affected English, Spanish, and conceptual vocabulary differentially. Method The authors randomly assigned 202 preschool DLLs with language impairment to 1 of 4 conditions: bilingual vocabulary, English-only vocabulary, bilingual mathematics, or English-only mathematics. Fifty-four DLLs with typical development received no intervention. The vocabulary intervention consisted of a 12-week small-group dialogic reading and hands-on vocabulary instruction of 45 words. Postintervention group differences and linear growth rates were examined in conceptual, English, and Spanish receptive and expressive vocabulary for the 45 treatment words. Results Results indicate that the bilingual vocabulary intervention facilitated receptive and expressive Spanish and conceptual vocabulary gains in DLLs with language impairment compared with the English vocabulary intervention, mathematics intervention, and no-intervention groups. The English-only vocabulary intervention differed significantly from the mathematics condition and no-intervention groups on all measures but did not differ from the bilingual vocabulary intervention. Vocabulary growth rates postintervention slowed considerably. Results support the idea that bilingual interventions support native- and second-language vocabulary development. Conclusion English-only intervention supports only English. Use of repeated dialogic reading and hands-on activities facilitates vocabulary acquisition.

scholarly journals Being bilingual, being a reader: Prekindergarten dual language learners’ reading identities

2017 ◽  
Vol 18 (1) ◽  
pp. 5-37 ◽  
Author(s):  
Christopher J Wagner
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
Reading Skills ◽  
Early Reading ◽  
Dual Language Learners ◽  
Reading Practices ◽  
Teacher Interviews ◽  
Reading Identity ◽  
Child Centered ◽  
Home And School

This study explores the interplay between early reading, identity and bilingualism. Reading identities, or understandings about what reading is and whom one is as a reader, have been linked to reading achievement and the development of reading skills. Only a small portion of the overall research on reading identities has included dual language learners. This exploratory study provides a description of the reading identities of three dual language learners in prekindergarten. Data include child-centered interviews, child and classroom observations, teacher interviews and a family questionnaire. Methods centered on the use of child-oriented data collection protocols, and the inclusion of children in the interpretation of their own work and language. Through the exploration of three cases, this study documents the ways that reading identities were constructed, taken up and expressed by the participants. This study provides evidence that dual language learners are actively constructing ideas about reading, bilingualism/biliteracy, and whom they are as readers as they learn to read. These findings show that framing early reading in an identity perspective presents opportunities to look more holistically at the language and reading practices of dual language learners as they learn to read and navigate two or more languages at home and school.

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