Page 265 - Second language development of newly arrived migrant kindergarteners - Frederike Groothoff

Appendix 5 265 (2) Language Situation with Peers; the focal pupil was engaged in a language situation with (one of his or her) peers (3) Teacher Talk; the teacher spoke to the whole group or a small group with the focal pupil in this group (4) Balanced Language Situation; there was a balanced situation where teacher and pupils (including the focal pupil) were speaking to each other, during for example circle time (5) Self-talk; the focal pupil was speaking to him- or herself (6) No language; the focal pupil was silent and no one spoke to him or her (7) Other; like sound from the television, the computer, or from parents What kinds of languages are there? (1) Dutch (2) Language Other than Dutch (3) Non-verbal language (4) Silence What types of language are used by the focal pupils, the peers with whom the focal pupils are interacting, and the teachers? (1) Complex language; longer sentences, precise referring, use of infrequent words with explanation (2) Simple language; which is with short sentences, mostly 1-word sentences. No explicit reference, use of “this”, “that”, and “like this”, use of diminutives, no infrequent words (3) Language Other than Dutch; the pupils spoke in their home language or a lingua franca (impossible for the observer to decode what was said in that language other than Dutch) (4) Non-verbal; which could be non-verbal signs like pointing or nodding, or it could contain sounds but no words such as singing, laughing or whistling (5) No language; the focal pupil is silent