Page 204 - Second language development of newly arrived migrant kindergarteners - Frederike Groothoff
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204 Chapter 8 Activities was not significant (due to large standard errors) it is difficult to interpret this effect. Additionally, in Chapter 7 we found that pupils at Mainstream schools were engaged in more Language Situations with Peers than pupils at Mainstream schools. The percentage of Language Situation with Peers was found to influence the NDW score, but it was an interaction between Age and the percentage of time spent in Language Situations with Peers. The effect of Language Situations with Peers on NDW was larger for younger pupils than for older pupils. However, since the main effect of Language Situations with Peers was not significant (due to large standard errors) it is difficult to interpret this effect. In Chapter 7 we found that pupils at DL2-schools were engaged in more Balanced Language Situations. In Chapter 8 we found that the percentages of Balanced Language Situations influenced the GIS and the Story Structure. Pupils who spent more time in Balanced Language Situations use more diverse language when telling stories compared to pupils who spent less time in Balanced Language Situations. Furthermore, a higher percentage of time spent in Balanced Language Situations resulted in higher scores of SS. In Chapter 7 we found that at Mainstream schools there are higher percentages of Peer Interaction. The percentages of time spent in Peer Interaction seem to influence the NDW as well as the MLR. Pupils who have more Peer Interaction have a higher NDW when telling stories compared to pupils engaged in less Peer Interactions. The effect of Peer Interaction on MLR seemed to be a negative interaction between Age and the percentage of time spent in Peer Interactions: the effect of Peer Interaction was larger for older pupils compared to younger pupils regarding the MLR. However, since the main effect of Peer Interactions was not significant (due to large standard errors) it is difficult to interpret this effect. Finally, in Chapter 7 we found that at DL2-schools there are higher percentages of time spent in Teacher-Focal Pupil Interaction. These different percentages of time spent in Teacher-Focal Pupil Interaction influence the GIS and the SS, just like Balanced Language Situations. Pupils who spent more time in Teacher-Focal Pupil Interaction used more diverse language when telling stories compared to pupils who spent less time in Teacher- Focal Pupil Interaction. Furthermore, a higher percentage of time spent in Teacher-Focal Pupil Interaction also seemed to result in higher scores of SS, but the effect of the percentage of time spent in Teacher-Focal Pupil Interaction is larger for younger pupils than for older pupils regarding SS scores. Balanced Language Situations and Teacher-Focal Pupil Interaction are quite similar, since they both involve teachers and in many situations with Teacher-Focal Pupil Interaction there was a Balanced Language Situation. However, the fact that they have an influence on microstructure as well as on macrostructure might indicate that interaction with the teacher has more influence on the second language of a newly arrived migrant kindergartener than interaction with his or her peers. The variables Language Situations 


































































































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