Page 48 - Second language development of newly arrived migrant kindergarteners - Frederike Groothoff
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48 Chapter 2 measure, so we might find differences on this aspect. For IST development we could expect a similar result like Jelsema, thus a higher use or ISTs. To summarize, narrative ability is, like receptive vocabulary, an important linguistic skill that influences academic development. However, there are many influencing factors enhancing or limiting this development. Despite many recent studies involving narrative development of bilingual pupils, it is unclear how these outcomes may relate to young newly arrived migrant pupils. Therefore, the present study also addresses the question: what is the influence of child characteristics on the development of narrative ability of newly arrived migrant kindergarteners? Besides internal child characteristics also external child factors are taken into account in the present study and that is what we will deliberate on in the next section. 2.7 Relation school learning environment and social and cognitive outcomes External child factors that influence second language development concern the linguistic quality and the quantity of the input of the L2. The main source of input in the L2 for most newly arrived migrants comes from the interactions they have in their educational setting. In studies on early education a positive relationship has been found between children’s participation in early education settings and cognitive – and to some extent social and emotional – outcomes (see for a review Yoshikama et al., 2013). Many governments, including that of the Netherlands, have therefore increased access to early education for young children (especially those aged between 3 and 6 years). There is furthermore a growing recognition that it is not simply the quantity of exposure that matters, but also the quality of the experience in early education (e.g., Hatfield, Burchinal, Pianta, & Sideris, 2016; Mashburn et al., 2008; Melhuish et al., 2015; Vandell, Belsky, Burchinal, Steinberg, & Vandergrift, 2010; Wasik & Hindman, 2011; Yoshikawa, Weiland, & Brooks-Gunn, 2016). The quality of the care and education is reflected by the components of the environment that are related to positive outcomes in the academic as well as social domains (Love, Meckstroth, & Sprachman, 1997; NICHD ECCRN, 2002a). The environment in care and education consists of multiple components and therefore is the quality of care and education a multidimensional construct and should be assessed using various kinds of metrics and differing units of analysis. 2.7.1 How to measure educational quality? The school learning environment of young children can be analyzed at different levels. Phillips and Lowenstein (2011) mention three tiers of high-quality early care and education (ECE). They call them: a) process quality concerning the child-adult relationship and interactions, mostly evaluated focusing on the emotional support, behavioral support, and 


































































































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