Martine van der Pluijm

97 How can teachers build partnerships? avoiding written materials, providing translations, and supported by modeling techniques (Bandura, Blanchard, & Ritter, 1969). In addition, these activities should be inviting by using reciprocal communication (Sheridan et al., 2011). To make parents feel more confident, teachers encourage them to use their preferred language with their child (see Chapter 3; Agirdag, 2014; Anderson et al., 2017; Boyce, Innocenti, Rogman, Jump Norman, & Ortiz, 2010). The last three steps focus on explaining and visualizing how children’s oral language development can be supported. Step 5 emphasizes role development, which requires knowledge about the importance of the roles of both parents and teachers. Many lower- educated parents need practical knowledge about their children’s oral language development (Rowe et al., 2016; Suskind et al., 2017). Parents acquire this knowledge when they experience this role, for example, by following their children’s initiatives, reacting responsively, and learning how to take turns (Landry et al., 2008; Leung, Hernandez, & Suskind, 2018). Frequent and successful experiences can contribute to parents’ feelings of self-efficacy when supporting their children’s development (Hoover-Dempsey et al., 2005; Wasik & Sparling, 2012). Step 6 emphasizes the need to value the process of verbal interaction instead of urging the child to produce correct answers or perfect products (Dickinson, Darrow, Ngo, & D’Souza, 2009; Pepper &Weitzman, 2004; Wasik & Sparling, 2012). Teachers can introduce strategies to encourage child initiatives, such as asking open-ended questions and scaffolding (Landry et al., 2008). Lower- educated parents benefit from a teacher’s repeated examples of how to prioritize language use and opportunities to experience the use of these strategies (Wasik & Sparling, 2012). Finally, teachers can introduce strategies to expand children’s use of language, such as extending the use of words (Boyce et al., 2010; Kupzyk, Banks, & Chadwell, 2016) and supporting dialogues that require the use of decontextualized speech (Reese et al., 2010; Rowe, 2012; Van Kleeck, 2008). Examples and repetitive opportunities for experiencing such strategies can stimulate lower-educated parents to use these strategies themselves (see Chapter 5). Professionalization process Teachers are encouraged to improve their work with the seven steps during a process grounded in principles that contribute to teachers’ professional development (Epstein et al., 2019; Fullan, 2007; Hoover-Dempsey et al., 2002; Kessels, 1999; Van Veen, Zwart, & Meirink, 2012; Walker & Leg, 2018). This process aims to support teachers in developing an integrated frame of reference to work with parents, including knowledge, skills, and personal values and beliefs (Dee Fink, 2013). We adopted guiding principles that are embedded in three types of professionalization activities (workshops, coaching, and network sessions). These activities advance the learning process, fostering teachers’ ownership of the program and should finally lead to improvements in teacher behavior using tailored versions of the program for their practice. This process