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Development of intrasentential code-switching patterns in Spanish-speaking English learners.

Julie M Schneider1, Giovanna Morini2, Veronica De Jesus2

  • 1The University of California, Los Angeles, UC|CSU Collaborative for Neuroscience, Diversity, and Learning, School of Education and Information Studies, 457 Portola Plaza, Los Angeles, CA 90095, United States.

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Bilingual children

Keywords:
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Area of Science:

  • Psycholinguistics
  • Bilingualism
  • Child Language Acquisition

Background:

  • Bilingual children frequently use code-switching (CS), alternating between languages.
  • Existing research shows CS patterns evolve with language proficiency, but less is known about CS in academic settings.

Purpose of the Study:

  • To investigate code-switching (CS) patterns in Spanish-speaking English learners during structured academic tasks.
  • To examine how CS in narrative recall tasks changes from kindergarten to second grade.

Main Methods:

  • Studied 195 Spanish-speaking English learners from kindergarten to second grade.
  • Analyzed code-switching patterns in Spanish and English narrative recall tasks.
  • Correlated CS frequency with relative language proficiency.

Main Results:

  • Kindergarteners switched into Spanish during English tasks; by second grade, they switched into English during Spanish tasks.
  • Weaker English skills predicted switching into Spanish, while weaker Spanish skills predicted switching into English.
  • Code-switching patterns directly mirrored changes in children's relative bilingual proficiency.

Conclusions:

  • Code-switching is a dynamic indicator of evolving bilingual proficiency in children.
  • Academic tasks reveal significant shifts in code-switching behaviors as language skills develop.