Page 154 - Second language development of newly arrived migrant kindergarteners - Frederike Groothoff

154 Chapter 7 clear educational intention (eating and drinking, cleaning-up), on average about one fifth of a day. Table 7.4: (Estimated) Means of Percentage of Time (Standard Error) Spent on the Nine Activity Categories, per School Type. Language Literacy Mathematical Play Expression Physical Routines Waiting Other DL2-school Mainstream school .23 .18 .10 .10 .09 .05 .11 .16 .06 .09 .09 .12 .20 .20 .07 .07 .03 .04 Generalized Linear Mixed Models were used to test the statistical significance of the observed differences, based on 42 pupils at the two school types who were individually followed on the two days. Significant effects were found for Mathematical Activities F(2,2558) = 6.59, p =.01 and for Language Activities F(2,2558) = 5.05, p =.03. Pupils engaged significantly more often in Mathematical Activities and Language Activities at DL2-schools compared to pupils at Mainstream schools. Interaction In addition to activity, the question “what types of interactions do the focal pupils have?” is answered. Overall, the pupils were for a considerable part of the time not interacting–either because they were working independently or wandering around without interaction–on average for about one third of the time. Another third of the time, they were interacting with their peers, see Table 7.5. Table 7.5: (Estimate) Mean (Standard Error) of Proportion of Time for Interaction, per School Type. DL2-schools Mean SE Teacher-Focal Pupil .21 .02 Peer Interaction .24 .01 Teacher gives instruction .19 .01 No Interaction or with .35 .02 parent Mainstream schools Mean SE .15 .02 .40 .03 .16 .02 .29 .03