Page 199 - Second language development of newly arrived migrant kindergarteners - Frederike Groothoff

The influence of the school learning environment 199 8,5 8 7,5 7 6,5 6 5,5 5 Minus 1 SD Mean Balanced Language Situations Plus 1 SD Mean Age in Months Figure 8.15: Development of Story Structure with Balanced Language Situation as Explanatory V ariable. A likelihood ratio test showed that the main effect of the percentage of time spent in Teacher-Focal Pupil Interaction contributed significantly to the fit of the model to the observed data (ΔΧ2 (SSX) = 8.45; df = 1; p = .004). The same holds for the interaction between Age and percentage of time spent in Teacher-Focal Pupil Interaction (ΔΧ2 (SSXI) = 6.02; df = 1; p = .01; see Table 8.21). Table 8.21: Fit of Different Polynomials (-2LL) for Changes in Story Structure (162 cases) with the Addition of Teacher-Focal Pupil Interaction (TeFPInt) as Explanatory Variable. Comparison -2LL Models ΔΧ2 Δdf p 8.45 1 .004 6.02 1 .01 Model SSDEF: β0ijcons + β1Age1ij + β2Age2ij 743.78 SSX: SSDEF + β3TeFPIntij SSXI: SSX + β4Age*TeFPIntij 735.33 SSDEF vs SSX 729.32 SSX vs SSXI In Figure 8.16 the general development for pupils with different percentages of Teacher- Focal Pupil Interaction is presented. There was a fixed main effect of the percentage of time spent in Teacher-Focal Pupil Interaction and an interaction effect between Age and percentage of time spent in Teacher-Focal Pupil Interaction, which means that the relationship between Age and SS scores differs per percentage of time spent in Teacher- Focal Pupil Interaction (see Table 6.10 in Appendix 6 with the estimated parameters). 51 54 57 60 63 66 69 72 75 78 81 84 87 90 93 96 99 102 Story Structure score (max. 17)