Page 192 - Second language development of newly arrived migrant kindergarteners - Frederike Groothoff

192 Chapter 8 Situations (see Table 6.8 in Appendix 6 for the estimated parameters). Pupils with higher percentages of time spent in Balanced Language Situations, had a higher GIS compared to pupils who spent a lower percentage of time in Balanced Language Situations. 4 3,9 3,8 3,7 3,6 3,5 3,4 Minus 1 sd Mean Balanced Language Situations Plus 1 sd Age in Months Figure 8.11: Development of Guiraud Index Score with Balanced Language Situations as Explanatory V ariable. The addition of the percentage of time spent in Teacher-Focal Pupil Interaction improved the General Development Model of the GIS (ΔΧ2 (GISX) = 8.77; df = 1; p = .003; see Table 8.16): the higher the percentage of time spent in Teacher-Focal Pupil Interaction, the higher the GIS. No interaction between Age and percentage of time spent in Teacher-Focal Pupil Interaction was found (GISIX). Table 8.16: Fit of Different Polynomials (-2LL) for Changes in Guiraud Index Score (162 cases) with the Addition of Teacher-Focal Pupil Interaction (TeFPInt) as Explanatory V ariable. Comparison -2LL Models ΔΧ2 Δdf p Model GISIV: β0ijcons + β1jAge1ij 349.52 GISX: GISIV + β2TeFPIntij GISXI: GISX + β3Age*TeFPIntij 340.75 GISIV vs GISX 8.77 1 .003 338.85 GISX vs GISXI 1.90 1 .17ns The difference in GIS when the percentage of time spent in Teacher-Focal Pupil Interaction was taken into account is graphically presented in Figure 8.12. There was a fixed main effect of the percentage of time spent in Teacher-Focal Pupil Interaction, but there was no interaction effect between Age and percentage of time spent in Teacher-Focal Pupil 51 55 59 63 67 71 75 79 83 87 91 95 99 103 Guiraud Index Score