Page 126 - Second language development of newly arrived migrant kindergarteners - Frederike Groothoff
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126 Chapter 5   12 10 8 6 4 2 0 Growth IST Within 80% - Within 80% + Between 80% - Between 80% +                Age in Months Figure 5.12: Graphical Representation of the General Development Model of IST with 80% Reliability. Figure 5.12 shows that the effect of Age on IST is significant. The differences within individuals (represented by the striped lines in Figure 5.12) did not depend on Age. The difference between individuals (represented by the dotted lines in Figure 5.12) however was a function of Age; differences between older individuals in Internal State Terms are somewhat smaller than between younger pupils. The addition of the variables Exposure to Dutch at School and type of Educational Facility did not improve the general model of growth in IST score. This means that we could not show that stories of pupils who had more Exposure to Dutch at School or who stayed at a DL2-school included more ISTs than pupils who had less Exposure to Dutch or who stayed at a Mainstream school. 5.5 Summary and conclusion The main goal of this chapter was to analyze how the narrative ability of young newly arrived migrant kindergarteners developed in Dutch in the first two-and-a-half years after arriving in the Netherlands, answering the question: How does the narrative ability (in Dutch) of newly arrived migrant kindergarteners develop during the first two-and-a-half years of schooling in the Netherlands in relation to school type? We wanted to know how each aspect of narrative ability microstructure (Number of Different Words, Guiraud Index Score, and Measure of Lexical Richness) as well as macrostructure (Story Structure, Structural Complexity, and Internal State Terms) developed over time. 51 54 57 60 63 66 69 72 75 78 81 84 87 90 93 96 99 102 Number of IST Words 


































































































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