Page 159 - Second language development of newly arrived migrant kindergarteners - Frederike Groothoff
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159 Pedagogical practices: focus on focal pupils’ experiences Focal pupils were on average often silent (about one third of the time). The focal pupils’ peers were on average less often silent than the focal pupils, and especially teachers were almost never silent when interacting with the focal pupil. The use of a language other than Dutch by the focal pupils or their peers was overall rare, but seemed to occur more often at Mainstream school (at one school in particular). The use of non-verbal forms of communication (e.g., gestures) by focal pupils and peers occurred more frequently than the use of other languages than Dutch. The differences in language use between the types of schools were tested for statistical significance. For both the focal pupils and their peers, the use of a language other than Dutch was significantly different between the school types, respectively F(1,2041) = 8.08 p = .005 and F(1, 1433) = 6.41, p = .01. However, pairwise comparison showed that the difference between both groups is very small. Furthermore, the relative high mean for Mainstream schools is due to only one of the schools. For both reasons we refrain from interpreting this effect any further. Of the 9 schools, at 2 schools, languages other than Dutch were never used; in six schools it was used, but with a maximum of 5%. There was only one school, a Mainstream school, where a significantly larger amount of time other languages than Dutch were spoken in the classroom, with a percentage of almost 18 and 24 for respectively the focal pupils and their peers. The languages that were observed are mainly Arabic, Chinese (as indicated by parents on the confirmation form), and Polish. Teachers at both school types used simple language most of the time. Regarding the Language Use of the teachers, there was no significant difference between teachers at DL2-schools and teachers at Mainstream schools. Table 7.10: (Estimated) Mean of Percentages of Time (Standard Error) per Type of Language Spoken by Teachers while Interacting with the Focal Pupils.               Complex Simple Non-verbal No language, the teacher is silent Missing Teacher DL2-schools Mean SE .02 .01 .91 .01 .06 .01 .03 .01 .03 .01 Mainstream schools Mean SE .05 .02 .88 .03 .06 .02 .03 .01 .03 .01  7.4.2 Additional field notes In addition to the observations obtained using the Snapshot, data about the characteristics of the schools was obtained via field notes based on observations and a semi-structured 


































































































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