Early Cases of Code-Switching in Mexican-Heritage Children: Linguistic and Sociopragmatic Considerations

Autor/inn/en	Vu, Jennifer A.; Bailey, Alison L.; Howes, Carollee
Titel	Early Cases of Code-Switching in Mexican-Heritage Children: Linguistic and Sociopragmatic Considerations
Quelle	In: Bilingual Research Journal, 33 (2010) 2, S.200-219 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
Schlagwörter	Sociolinguistics; Young Children; Mexican Americans; Code Switching (Language); Linguistic Borrowing; Translation; Personal Narratives; Pragmatics; Discourse Analysis; Hispanic Americans; Preschool Children; Measures (Individuals); Task Analysis; Spanish; English (Second Language); Second Language Learning + Suchen Sie Ihr Suchwort? Soziolinguistik; Frühe Kindheit; Hispanoamerikaner; Lehnwort; Erlebniserzählung; Pragmalinguistik; Diskursanalyse; Hispanic; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Messdaten; Aufgabenanalyse; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	Reasons for code-switching in young children range from the linguistic (single-word borrowings that appear to be translation equivalents or to fill gaps in lexical knowledge) to more complex sociolinguistic and sociocognitive factors, such as desiring affiliative interactions. We looked at patterns of code-switching in narratives derived from prompted story stems from 97 Mexican-heritage children between 54-67 months. Code-switches were categorized into two broad categories: code-mixings, or single-word borrowings, and code-changes that appeared to have a sociopragmatic purpose. Most code-switches took the form of single-word borrowings. Some, however, were sociopragmatic in nature, such as the child code-switching to try to gain the interviewer's attention or to change speaking roles, suggesting these young children have the facility to use their two languages strategically for both linguistic and nonlinguistic purposes from a very early age. (Contains 1 table and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10