Page 151 - Second language development of newly arrived migrant kindergarteners - Frederike Groothoff

151 Pedagogical practices: focus on focal pupils’ experiences Table 7.2: Number of Observations for the Snapshot Method, per School Type. Number of Observationsa Per Focal Pupil Range Mean Total Min Max DL2-schools 1779 30 109 64 School 1 191 School 2 School 3 School 4 School 5 Mainstream schools 791 School 6 434 School 7 School 8 School 9 & 10b a The number of observations is the total number of observations over the two days, except for one boy at a DL2-school that only took part in one observation day. b This participant changed schools The snapshot method consists of a list of coding categories with concrete indicators that must be checked as either present or not present during a 10-s period. This 10-s period differs from the 20-s period of Ritchie et al. (2001) but follows Henrichs and Leseman (2016). These indicators are formulated as questions like “in what kind of activities are the pupils engaged?” Sometimes a question will be excluded, and skipped by the E-Prime program, due to the answer to the previous question; therefore the degrees of freedom will differ per category in the results section. Sometimes a category was skipped accidentally, for example, when the enter button was tapped too quickly, which resulted in truly missing data. The coding categories in the present study were adapted from that of Ritchie et al. (2001), Early et al. (2010), and Henrichs and Leseman (2016) because in the present study we wanted to know more about the interactions of the focal pupils. In previous studies the focus was mainly on pupil-teacher interaction, but in this study, we also included the focal pupil-peer interactions, because pupils are engaged with each other a considerable amount of time in a classroom setting. Furthermore, because we know that language development depends on language input we analyzed that aspect in more detail than in previous studies. A total of six indicators will be discussed in our study, divided into three categories: Activities, Interactions, and Language Use (see Table 7.3). The different categories will now be presented in short; we would like to refer to Appendix 5 for more details on each indicator. 593 154 345 496 47 131 92 97 131 129