Page 212 - Second language development of newly arrived migrant kindergarteners - Frederike Groothoff
P. 212

212 Chapter 9 of the percentage of time spent in Language Activities on the use of more words per story was larger for older pupils compared to younger pupils.  The higher percentage of time spent in Language Situations with Peers at Mainstream schools compared to DL2-schools has an effect on the Number of Different Words score, but it is an interaction between Age and percentage of time spent in Language Situations with Peers. The effect of percentage of time spent in Language Situations with Peers on the use of more words per story was larger for younger pupils than for older pupils.  The higher percentage of time spent in Balanced Language Situations at DL2-schools compared to Mainstream schools seems to have an effect on the Guiraud Index Score and on the Story Structure. Pupils who spent more time in Balanced Language Situations used 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 also results in more complete stories.  The higher percentages of time spent in Peer Interaction at Mainstream schools compared to DL2-schools has an effect on the Number of Different Words as well as on the Measure of Lexical Richness. o Pupils who have more Peer Interaction used more different words when telling stories compared to pupils engaged in less Peer Interactions. o The effect of Peer Interaction was larger for older pupils compared to younger pupils regarding the richness of the words.  Large standard errors refrain us from interpreting the above interaction effects when there was no main effect.  The higher percentages of Teacher-Focal Pupil Interaction at DL2-schools has an effect on the Guiraud Index Score and on the Story Structure. o 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. o Furthermore, a higher percentage of time spent in Teacher-Focal Pupil interaction also results in more complete stories. This effect of the percentage of time spent in teacher-focal pupil interaction on the way stories were told was larger for younger pupils than for older pupils. 9.2.5 Summary of the study To sum up the outcome of the total study: for six out of seven language measures we were able to model development. Newly arrived migrant kindergarteners’ scores on the use of emotional terms and (two) measures of lexical diversity increased linearly over the two- and-a-half years of the study. The same pupils’ scores on measures of receptive vocabulary, lexical richness, and the use of story structure showed non-linear development: in the 


































































































   210   211   212   213   214