Page 202 - Second language development of newly arrived migrant kindergarteners - Frederike Groothoff
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202 Chapter 8 a DL2-school spent more time doing mathematical and language activities, found themselves more often in balanced language situations, and more often interacted directly with the teacher, whereas pupils enrolled in a Mainstream school more often found themselves using language and interacting with peers. In the present chapter we wanted to determine whether these eight differences that were found between DL2-schools and Mainstream schools had any effect on the language development of the pupils. Since we focused in this dissertation on the differences between the two school types, we only considered the variables that differed between the school types. Table 8.22 gives an overview of all the outcomes. Due to the low reliability of the growth models for SC and IST we refrained from analysis of the influence of pedagogical practices on these two narrative measures. Of the 50 remaining possible relations, 11 were significant. Table 8.22: Summary Overview of Significant Learning Environment Characteristics on the Receptive Vocabulary and Narrative Ability development.       Explaining variable Positive Climate Regard for Student Perspectives Math Activities Language Activities Language Situations with Peers Balanced Language Situations Peer Interaction Teacher- Focal Pupil Interaction Receptive vocabulary PPVT + b Narrative Ability Micro- structure NDW GIS MLR Macro- structure SS                Teacher Behavior Focal Pupils’ Experiences - b + indicates a positive effect; - indicates a negative effect; +/- indicates a positive main effect but a negative interaction effect. a Only the inclusion of the variable as a main effect was significant. b Only an interaction effect with Age was found. - a + b - b + a + a +/- + a - b + a           

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