Page 65 - Second language development of newly arrived migrant kindergarteners - Frederike Groothoff
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Present study: extended research questions and methodology 65 selection of the participating schools because there were limitations to the geographical reach of the investigator, and other time-consuming limitations. Seventeen female teachers from the ten schools were asked to take part in the study and all consented. Eleven of these seventeen teachers worked at a DL2-school, and six at a Mainstream school. Of the 11 DL2-school teachers 9 worked in an independent segregated DL2-school, two in a DL2-class within a Mainstream school (see Table 3.2). It would have been interesting to see if there were differences between the teachers in the two types of DL2 educational settings, but the distribution was too skewed, therefore both separate schooling types have been taken together in our analysis. The low number of participating teachers in DL2-classes was caused by the fact that it was more likely to have separate kindergarten classes for newly arrived migrant pupils at a DL2-school than at a Mainstream school. Furthermore, DL2-schools most often had multiple kindergarten classes which made it easier to recruit teachers. Table 3.2: Distribution of Participating Teachers (N = 17) over the two School Types (N = 10). Number of Teachers DL2-schools School 1 (class within mainstream school)       1 School 2 (segregated school) 3 School 3 (class within mainstream school) 1 School 4 (segregated school) 3 School 5 (segregated school) 3 Total DL2-schools (5)       11 Mainstream schools School 6       2 School 7 1 School 8 1 School 9 1 School 10 1 Total Mainstream schools (5)       6 Two more teachers from two different DL2-schools were excluded from the data collection. One teacher became ill and only returned to the school after all observations were made. The other teacher who was excluded was the direct colleague of the main researcher who would be doing the observations. It was decided not to make observations in the classroom she herself taught two days a week. We expected the pupils in the classroom to behave differently if their regular teacher was present in the classroom but now in the role of researcher and making notes. It would also have been difficult for the researcher herself to focus on what is going on at the moment of observation and not include assumptions based on behavior of pupils on days she was the teacher.                     


































































































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