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Using a combination of quantitative and qualitative data, the authors focused on the relation between pre-school classroom experiences and the development of later comprehension skills in ethnic minority children whose first language is different from the language they learn in (pre-)school. In Study 1, the relation between pre-school playgroup participation and later comprehension skills (some two to four years after playgroup participation) was investigated. The results did not reveal any effect of playgroup participation. At least two explanations for this lack of effect are possible: (i) taking part in playgroups did not contribute to comprehension skills at all; (ii) taking part in playgroups did affect comprehension skills, but this effect diminished. Aiming to find support for either of these hypotheses, in Study 2 the authors took a closer, qualitative, look at what actually happens in preschool playgroups. The findings provided some indications of the acquisition of comprehension skills toward the end of the playgroup period, but this proved to be highly dependent on children's general language proficiency. The combined outcomes of these studies suggest that, if ethnic minority children are to benefit from taking part in playgroups, they need to have at least a basic proficiency in the second language, or playgroups need to change their current practice. However, as many of these children presumably arrive in playgroups without such a basic proficiency, they will probably fail to profit sufficiently from the stimulating environment provided there.

Second Language Acquisition in Pre-School Playgroups and its Relation to Later School Success