Page 134 - Second language development of newly arrived migrant kindergarteners - Frederike Groothoff

134 Chapter 6 Table 6.1: Distribution of Participating Teachers (N = 17) over the two School Types (N = 10). DL2-schools Number of Teachers Number of Observations 5 12 6 13 15 51 10 4 4 5 5 28 School 1 1 School 2 School 3 School 4 School 5 Total DL2-schools (5) 11 Mainstream schools School 6 2 3 1 3 3 School 7 School 8 School 9 School 10 Total Mainstream schools (5) 6 1 1 1 1 Of these 17 teachers, 11 teachers worked at a DL2-school and 6 at a Mainstream school. The 11 DL2-school teachers can be split up into 9 working in an independent DL2-school and 2 in a DL2-class within a Mainstream school. Since the distribution of the DL2-school teachers over schools and classes was too skewed, both separate schooling types are taken together in our analysis (see section 3.4.1 in Chapter 3). 6.3.2 Measurement To study process quality of several dimensions of teacher-child interactions in classrooms, the Classroom Assessment Scoring System (CLASS; Pianta et al., 2008) was used. This assessment instrument is theoretically driven by the CLASS Framework of Children’s Learning Opportunities in Early Childhood and Elementary Classrooms (Hamre & Pianta, 2007). The CLASS Framework is on many aspects not different from other descriptions of classroom quality put forth in educational literature; however, the CLASS Framework differs from others because of the unique theoretical grounding and the inclusion of early childhood and elementary classroom settings. Furthermore, the framework is empirical validated. The CLASS is translated to Dutch in cooperation with the American authors, and in the present study this approved Dutch translation was used. The CLASS is theorized as an assessment of the classroom as a learning environment. It measures “the nature and form of the emotional and instruction climate of the classroom” (Pianta et al., 2005, p. 145). The CLASS was designed to address limitations of other instruments. The creators of the CLASS had the opinion that previous classroom assessment instruments focused primarily on the physical environment and