Page 153 - Second language development of newly arrived migrant kindergarteners - Frederike Groothoff

153 Pedagogical practices: focus on focal pupils’ experiences Finally, the third question in this category is: 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, (2) Simple language, (3) Language Other than Dutch, (4) Non-verbal, (5) No language. 7.3.4 Analysis Statistical analysis The analysis of the data collected using Snapshot is twofold. First, descriptive statistics are given about the amount of time spent on specific activities, language situations, and interactional situations. Second, using Generalized Linear Mixed models (using SPSS 22; IBM Corp., 2013), fixed effects and fixed coefficients are reported for the effect of school type on the specific variables to answer the question: are the differences in amount of time for a specific variable significant between DL2-schools and Mainstream schools? Rater reliability There was one observer (the author) for all the observations collected with the snapshot method in this study. The observer was trained by Lotte Henrichs, a researcher who has worked intensively with the snapshot method. It would have enhanced the reliability of the data if a second rater had been present, or watched recordings of the observations for at least 10% of the data collection so that inter-rater reliability could have been calculated, but this was not possible, due to, among others, privacy regulations. 7.4 Results 7.4.1 Quantitative analysis of the snapshot data The results from the observations across three different categories (activities, interactions, and language use) are presented in this section. First, the different activities that took place in the classroom are reported and analyzed. Then, the kinds of interaction that took place in class are discussed. Finally, the language heard and used in class is reported in detail. Activities The first question to be answered was: in what kind of activities are the focal pupils engaged? Table 7.4 shows the estimated average proportion of intervals in which particular activities are observed, regarded here as a close approximation of the actual time spent on these activities. The time spent on the different activities varied from .01 to .23, averaged over two full observation days. Most frequent were Language Activities (like conversations, instructions, vocabulary lessons, social emotional lessons, and watching educational television). A considerable amount of time was also spent on routines without