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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.
Child Development
|May 5, 2026
Summary
Bilingual children
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.
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