Page 287 - Second language development of newly arrived migrant kindergarteners - Frederike Groothoff

---------------------------------------------------------- ---------------------------------------------------- Curriculum Vitae -------------------------------------------------------------------------------------------------------------- Frederike Christine Groothoff completed her bachelor’s degree in Education in 2004. After teaching at a primary school in Aruba, she returned to Utrecht to study Language and Culture Studies until 2007. During her subsequent research master (2007-2011) in Language and Cognition based in Nijmegen and Tilburg, she worked as a student assistant at the Center for Language and Cognition in Groningen within Prof. Dr. Petra Hendriks’ project “Asymmetries in Grammar.” In 2014 at Utrecht University, she began her PhD project on second language development of newly arrived migrant kindergarteners with a teacher promotion grant awarded by the Dutch scientific organization NWO. During her PhD research she was a part-time teacher at Taalschool Utrecht, a primary school for newly arrived migrant pupils. In 2017 Frederike successfully applied for a Small Grant for Doctoral Research in Second or Foreign Language Assessment by the TOEFL. In order to expand her knowledge about second language development and to work on the transcription of her data, she visited Johanne Paradis, Elena Nicoladis, and Anna Kirova at the University of Alberta in Edmonton, Canada. Frederike gave numerous presentations at national and international conferences, regularly gave guest lectures for courses on second language development and multilingualism, and contributed to several research projects with her knowledge about the education of multilingual pupils. Since 2018 she is the owner of LangWhich, a company that advises parents, teachers, and policy makers about second language development and multilingual practices. As a freelance consultant, she trains teachers, gives workshops, and develops programs to improve the cultural and language appropriate practices in Dutch primary schools. In 2019 Frederike started to work as a peripatetic language support advisor to improve the teacher skills and language policies at schools in Amstelveen, an area of the Netherlands with a high number of multilingual pupils.