Page 156 - Second language development of newly arrived migrant kindergarteners - Frederike Groothoff

156 Chapter 7 Table 7.7: (Estimated) Means of Proportion of Time (Standard Error) for Language Situation, per School Type. DL2-schools Mainstream schools Mean SE A dialogue between teacher and .12 .01 focal pupil Language situation with peers .26 .01 Teacher talks .10 .01 A balanced situation between .21 .02 teacher and pupils Self-talk of the focal pupil .06 .01 No language .21 .02 Other .04 .01 Mean SE .09 .01 .42 .03 .10 .02 .14 .02 .05 .01 .19 .03 .04 .01 There were two significant difference between school types for languages situations: for Language Situations with Peers: F(1,2286) = 33.40, p <.001, and for balanced situations between teacher and all pupils: F(1,2286) = 6.70, p = .01. Pupils were more often engaged in language situations among only peers at Mainstream schools compared to DL2-schools. On the other hand, at DL2-schools pupils were more engaged in language situations where there is a balance between the input of the teacher and the pupils compared to pupils at Mainstream schools. The analysis of language use continued with the question: what kind of language is it? The language that was observed in class was more than three quarters of the time Dutch (see Table 7.8). Table 7.8: (Estimated) Means of Proportion of Time (Standard Error) for Type of Language, per School Type. DL2-schools Mainstream schools Mean SE Dutch .81 .03 Mean SE .77 .05 .08 .03 .07 .02 .05 .01 Other than Dutch Non-verbal language Silence .02 .01 .10 .01 .07 .01 Analysis showed that the only significant difference between the school types was the amount of time spoken in another language than Dutch F(1,2027) = 7.07, p = .01. Pupils at Mainstream schools speak significantly more often in another language than Dutch compared to pupils at DL2-schools. However, pairwise comparison showed that the difference between both groups is very small (F(1,2027) = 3.04, p = .08). Furthermore, the relative high mean for Mainstream schools is due to only one of the five Mainstream schools. For both reasons we refrain from interpreting this effect any further.