TY  - CHAP
AB  - 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.
VL  - 20
SN  - 978-1-78635-408-2, 978-1-78635-407-5/0270-4021
DO  - 10.1108/S0270-402120160000020014
UR  - https://doi.org/10.1108/S0270-402120160000020014
AU  - Sawyer Brook E.
AU  - Manz Patricia H.
AU  - Martin Kristin A.
AU  - Hammond Thomas C.
AU  - Garrigan Scott
PY  - 2016
Y1  - 2016/01/01
TI  - Teachers and Parents as Partners: Developing a Community of Practice to Support Latino Preschool Dual Language Learners
T2  - Family Involvement in Early Education and Child Care
T3  - Advances in Early Education and Day Care
PB  - Emerald Group Publishing Limited
SP  - 159
EP  - 186
Y2  - 2024/04/26
ER  -