nicole kotras masters thesis

Table 12
The responses given to the small and large revised SA and UK pictures for the two language
groups for the White pre-schoolers of sample 1 and 2
AGE SMALL
PICT-
URES
Language
Mean no.
of Stimuli
identified
Mean
no. of
Stimuli
SAMPLE 1 SAMPLE 2
LARGE SA PICTURE
Mean
no. of
Desc-
iptive
words
Mean
no. of
Descriptivesentences
Mean
no. of
Pronouns
SMALL
PICT-
URES
Mean no.
of Stimuli
identified
Mean
no. of
Stimuli
LARGE UK PICTURE
Mean
no. of
Descriptive
words
Mean
no. of
Descriptivesentences
E 18 20 3 3 1 18 19 3 4 1
A 17 19 2 3 1 17 17 2 2 1
E = English; A = Afrikaans
Mean
no. of
Pronouns
The present study indicated that the English-speaking White pre-schoolers from both
sample 1 and 2, performed slightly better than the Afrikaans-speaking White children,
regarding the correctly identified small pictures, as well as the number of identified stimuli
and elicited descriptive words in the large SA and UK pictures.
Regarding the large revised SA and UK pictures, the English and Afrikaans pre-
schoolers from sample 1 elicited an identical mean score regarding the number of
descriptive sentences (X=3) and pronouns (X=1). English-speaking children of sample 2
also elicited the highest mean number of descriptive sentences (X=4) from the large revised
UK picture. An equal mean number of elicited pronouns (X=1) was obtained from the
children of both language groups from both sample 1 and sample 2.
While Allan (1988) found that the performance of English- and Afrikaans-speaking
White 5-year-old South African children, did not differ significantly on the Griffiths Hearing
and Speech Scale (Scale C), Allan (1992) found that the performance of White English-
speaking children was significantly better than their Afrikaans-speaking counterparts with
respect to Scale C. Allan's (1988) finding was consistent with that of Verster and Prinsloo
(1988).
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