Code-Switching in the Narratives of Dual-Language Latino Preschoolers

Autor/inn/en	Halpin, Emily; Melzi, Gigliana
Titel	Code-Switching in the Narratives of Dual-Language Latino Preschoolers
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 9, S.1271-1287 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Halpin, Emily)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1553928
Schlagwörter	Code Switching (Language); Bilingualism; Language Usage; Personal Narratives; Hispanic American Students; Preschool Children; Spanish; English (Second Language); Second Language Learning; Kindergarten; Longitudinal Studies; Language Acquisition; Grammar; Nouns; Developmental Stages; Low Income Groups; Federal Programs; Preschool Education; Incidence; Story Telling; Measures (Individuals); New York (New York); Preschool Language Scale + Suchen Sie Ihr Suchwort? Bilingualismus; Sprachgebrauch; Erlebniserzählung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sprachaneignung; Spracherwerb; Grammatik; Vorkommen; Messdaten
Abstract	The purpose of this study was to explore the use of code-switching in the narratives of dual-language Latino preschoolers, specifically by examining its incidence, types, functions, and grammaticality. Previous work has investigated code-switching in younger children and in older children and adults, but relatively little work has investigated code-switching during the preschool years, an important time for dual-language development. This study tracked the code-switching of 39 Latino DLL preschoolers over three time points: the end of each of their two preschool years, and the beginning of their kindergarten year. At each time point, children shared a wordless picture book narrative. Code-switching in their narratives was coded for incidence, type, function, and grammaticality. Results showed that the number of children who code-switched was relatively small and stable over time, and that most code-switches occurred from Spanish to English. One-word switches, mostly nouns, were the predominant type of code-switching across years. Children used code-switching to serve a variety of functions, and almost all switches adhered to grammatical rules. Results suggest that the preschool age is an important developmental period for code-switching, in which children's code-switches are simultaneously reflective of those of younger children and associated with more complexity in function and grammaticality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01