Page 188 - Second language development of newly arrived migrant kindergarteners - Frederike Groothoff

188 Chapter 8 Table 8.12: Fit of Different Polynomials (-2LL) for Changes in NDW (162 cases) with the Addition of Peer Interaction (PeerInt) as Explanatory Variable. Model NDWII: β0ijcons + β1Age1ij 1242.85 Comparison -2LL Models ΔΧ2 Δdf p 3.87 1 .05 2.91 1 .09ns NDWX: NDWII + β2PeerIntij NDWXi: NDWX + β3Age*PeerIntij 1238.98 NDWII vs NDWX 1236.07 NDWX vs NDWXI In Figure 8.8 the general development for pupils with different percentages of Peer Interaction is presented. There was a fixed main effect of the percentage of time spent in Peer Interaction, but there was no interaction effect between Age and percentage of Peer Interaction (see Table 6.7 in Appendix 6 with the estimated parameters). Pupils with a higher percentage of time spent in Peer Interaction had a higher NDW than pupils who spent a lower percentage of time in Peer Interaction. 44 42 40 38 36 34 32 30 Minus 1 sd Mean Peer Interaction Plus 1 sd Age in Months Figure 8.8: Development of NDW with Peer Interaction as Explanatory Variable. The addition of the variables percentage of time spent on Mathematical Activities, Balanced Language Situations, or Teacher-Focal Pupil Interaction did not improve the general model of growth in NDW. This means that we could not show that the fact that pupils at DL2-schools were more likely to be engaged in Mathematical Activities, Balanced Language Situations, or Teacher-Focal Pupil Interactions compared to pupils at Mainstream schools had any significant impact on the pupils’ development of lexical diversity as measured with the NDW. 51 55 59 63 67 71 75 79 83 87 91 95 99 103 Number of Different Words