Teachers and Parents as Partners: Developing a Community of Practice to Support Latino Preschool Dual Language Learners

Abstract A pressing educational concern is how to provide effective education for the growing population of dual language learners (DLL) in early childhood settings. Given the robust findings that family involvement promotes children’s academic success as well as recognition of parents’ “funds of kn...

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Bibliographic Details
Published inFamily Involvement in Early Education and Child Care Vol. 20; pp. 159 - 186
Main Authors Sawyer, Brook E., Manz, Patricia H., Martin, Kristin A., Hammond, Thomas C., Garrigan, Scott
Format Book Chapter
LanguageEnglish
Published United Kingdom Emerald Group Publishing Limited 2016
Emerald Publishing Limited
Subjects
Early childhood education
Early childhood teaching/education
Education
bio-ecological theory
funds of knowledge
home-based involvement
community of practice
Latino
dual language learners
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Summary:Abstract A pressing educational concern is how to provide effective education for the growing population of dual language learners (DLL) in early childhood settings. Given the robust findings that family involvement promotes children’s academic success as well as recognition of parents’ “funds of knowledge,” one pathway to provide a culturally and linguistically responsive classroom environment for DLLs is to form collaborative relationships between parents and teachers of DLLs. The purpose of this chapter is to describe Project TAPP (Teachers and Parents as Partners), a community of practice (CoP) composed of parents and teachers of preschool dual language learners. The chapter describes the framework of Project TAPP, findings related to participation, and lessons learned.
ISBN:178635408X
9781786354082
ISSN:0270-4021
DOI:10.1108/S0270-402120160000020014