Page 200 - Second language development of newly arrived migrant kindergarteners - Frederike Groothoff
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200 Chapter 8 Pupils who are more engaged in Teacher-Focal Pupil Interaction tell more complete stories than pupils who are less engaged in such interactions, however, the influence of the percentage of time spent in Teacher Focal Pupil Interaction on SS score is stronger for younger pupils than for older pupils. Additionally, as the lines show in Figure 8.16, all Teacher-Focal Pupil interaction results in higher Story Structure scores.   8,5 8         Growth SS   7,5 7 6,5 6 Young Age - Mean Teacher Focal Pupil Interaction - 1 sd Medium Age - Mean Teacher Focal Pupil Interaction - 1 sd Old Age - Teacher Focal Pupil Interaction - 1 sd         5,5     Younge Age - Mean Teacher Focal Pupil 5 4,5 4 Interaction + 1 sd Medium Age - Mean Teacher Focal Pupil Interaction + 1sd Old Age - Mean Teacher Focal Pupil Interaction + 1 sd      Age in Months Figure 8.16: Development of Story Structure with Teacher-Focal Pupil Interaction as Explanatory V ariable. The addition of the other four variables, percentage of time spent on Language Activities and Mathematical Activities or time spent in Language Situations with Peers or Peer Interaction did not improve the general model of growth in SS score. This means that we could not show that the fact that pupils at DL2-schools were more likely to be engaged in Language Activities and Mathematical Activities compared to pupils at Mainstream schools had any significant impact on the pupils’ development of Story Structure. Additionally, we 51 55 59 63 67 71 75 79 83 87 91 95 99 103 Story Structure Score 


































































































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