Page 210 - Second language development of newly arrived migrant kindergarteners - Frederike Groothoff

210 Chapter 9 domain and lowest score on the Instructional Support domain. On the one hand, teachers created a positive environment for pupils, but on the other hand, teachers did not excel in promoting pupils’ higher order thinking or providing feedback and rich language input. Despite this comparable pattern, the scores on the CLASS in our sample were lower overall in comparison the other national and international studies on kindergarten teachers.  Mainstream school teachers scored on average more highly on the dimension Positive Climate than teachers at DL2-schools. The Mainstream school teachers were able to build better relationships with their pupils: there was more shared enthusiasm, affection and respect in the classroom.  Mainstream school teachers scored on average more highly on the dimension Regard for Student Perspectives than teachers at DL2-schools. They provided more room for the pupils’ initiatives and leadership. They also gave them more responsibility compared to teachers in DL2-schools. Focusing on focal pupils’ experiences In Chapter 7, the focus was on pedagogical practices in the classroom from the point of view of the focal pupils’ experience. A snapshot method was used to investigate the Activities, Interactions, and Language Use of and around the focal pupils. The main findings were:  Activities: Taken together routines, language, literacy, and mathematic activities, cover 69% and 60% of a day in DL2-schools and Mainstream schools, respectively. o Focal pupils at DL2-schools were engaged in more Language Activities compared to pupils at Mainstream schools. o Focal pupils at DL2-schools were engaged in more Mathematic Activities compared to pupils at Mainstream schools.  Interaction: on average, about one-third of the time the pupils had no interaction with a peer or a teacher. Another third of the time, they interacted with their peers. o Focal pupils at Mainstream schools had more interactions with their peers than focal pupils at DL2-schools. o Focal pupils at DL2-schools had more interaction with their teachers than focal pupils at a Mainstream school. o Teacher interactions were mainly defined as “didactical” instead of “scaffolding.” Language use: If the focal pupils were engaged in language situations, these verbal interactions were usually with a peer (on average 26% of the time for pupils at DL2- schools and 42% for pupils at Mainstream schools) and usually in Dutch.