Page 184 - Second language development of newly arrived migrant kindergarteners - Frederike Groothoff

184 Chapter 8 compared to teacher at the DL2-schools had any significant impact on the pupils’ development of Story Structure. Structural Complexity (SC) The reliability of the new growth model for SC, with only 114 cases, has a reliability of .22 which is too low. Therefore, we refrain from further analysis with this model for the relation between CLASS and Structural Complexity scores. Since the reliability in Chapter 5 already was low, .39, we expected that it would not be reliable in this chapter as well. Internal State Terms (IST) Even though the growth model for IST was reliable in Chapter 5, in this chapter, with only 114 cases instead of 168, we were not able to build a reliable model. The reliability of the General Development Model for the dependent variable Internal State Terms was .39, which is too low. Therefore, we also refrain from further analysis of this model and will not investigate the relation between CLASS and Internal State Terms. 8.3.2 Pedagogical practices: focusing on focal pupils’ experiences The pedagogical practices on the individual level were obtained by observing the focal pupils with a snapshot method. Due to logistical issues, some observations of the focal pupils took place after the administration of the first MAIN assessments. Therefore, six MAIN assessments were taken out of the analyses. In total 162 cases, from 40 different pupils, could be taken into account, and therefore new developmental models have been modelled with these 162 cases. Chapter 7, about the pedagogical practices in the classroom focusing on the focal pupils, revealed that six aspects of the school learning environment, as measured by the snapshot method, showed significant differences between the two school types. The individual pupil’s percentages of time spent engaged in these six types of activities, language situations, or interaction settings (Language Activities, Mathematical Activities, Language Situation with Peers, Balanced Language Situation, Peer Interactions, and Teacher-Focal Pupil Interaction) were added one by one to the new General Development Model of the different aspects of narrative ability, to see whether these aspects of the school learning environment were significant predictors of differences in pupils’ narrative ability development. Microstructure In the next three sub-sections the new growth models for microstructural elements of the narrative ability will be modelled and related to learning environmental aspects focusing on focal pupils’ experiences. First the Number of Different Words, then the Guiraud Index Score, and finally the Measure of Lexical Richness will be modelled. After the building of