Page 69 - Second language development of newly arrived migrant kindergarteners - Frederike Groothoff

Present study: extended research questions and methodology 69 Table 3.6: The Different Languages Spoken or Heard by the Participants at Home with the Frequency in the Sample. Language family A. Afro-Asiatic B. Austronesian C. Indo-European Languages (frequency) 1. Arabic (11) 2. Berber (1) 3. Somali (3) 4. Indonesian (1) 5. Filipino (1) 6. French (Romance) (1) 7. Italian (Romance) (1) 8. Portuguese (Romance) (2) 9. Papiamentu (Portuguese Creolean) (2) 10. Romanian (Romance) (2) 11. Spanish (Romance) (3) 12. Dutch (Germanic) (10) 13. English (Germanic) (3) 14. German (Germanic) (1) 15. Bulgarian (Balto-Slavic) (2) 16. Latvian (Balto-Slavic) (1) 17. Polish (Balto-Slavic) (8) 18. Russian (Balto-Slavic) (3) 19. South Korean (1) 20. Kiswahili (1) 21. Chinese (4) 22. Hungarian (1) D. Koreanic E. Niger Congo F. Sino Tibetan G. Uralic For most of the population, 35 children, Dutch was their L2. Four children learned Dutch as their L3. Additionally, three children learned it as L4, which means that seven children were already multilingual before learning Dutch. The skewness and the diversity of the population is a concern for this study, but it is also the reality for school populations nowadays. In the next two chapters, Chapter 4 and 5, the language development of these participants will be reported. The language scores for a receptive vocabulary task and a narrative task will be reported over a period of two-and-a- half years in relation to school type, as based on organizational structure. In Chapter 6 and 7 the actual pedagogical practices in the learning environment in the ten schools will be reported.