Martine van der Pluijm

105 How can teachers build partnerships? RESULTS Most of the teachers ( n =14) reported that they had adhered to most of the AHL steps during parent-child activities. Table 4.1 summarizes teachers’reported adherence to the AHL principles in the posttest interviews. TABLE 4.1: Teacher adherence to the seven steps of AHL (posttest self-reports) Teacher Step 1: Assess the HLE Step 2: Involve parents and colleagues in SFP procedures in support of child language Step 3: Build reciprocal relationships with all parents Step 4: Arrange weekly interactive parent-child activities Step 5: Stimulate parental role development Step 6: Prioritize the use of language Step 7: Expand children’s language 1. + + ++ ++ ++ ++ ++ +/- 2. ++ ++ ++ ++ ++ ++ + 3. ++ ++ ++ ++ ++ ++ + 4. ++ ++ ++ + + + +/- 5. ++ ++ ++ ++ ++ ++ ++ 6. ++ ++ ++ ++ ++ ++ + 7. ++ ++ ++ ++ ++ ++ + 8.* + ++ +/- - - - - 9. + ++ ++ +/- + + - 10.* + ++ - - - + - 11. + ++ + + + + - 12. + ++ + + ++ + - 13. ++ ++ ++ ++ ++ ++ ++ 14. ++ ++ ++ ++ ++ ++ + *Teachers who partially participated in the training program. - = no adherence, -/+= some adherence, += convincing adherence, ++= strong adherence Most teachers adhered to the steps to establish SFPs. All teachers reported that they adhered to the first two steps of the AHL program [Assess the HLE and conduct SFP procedures in support of child language development] . Teacher 5 reported: “It’s has become a standard way of working for me now. When I have new children in my classroom, I find out about the family background. I never did that before. I’m much more aware now, and that’s why I do this.” However, several teachers emphasized that it was not easy to gain insight in the home environment of parents and that