A Longitudinal Investigation of Language Mixing in Spanish-English Dual Language Learners: The Role of Language Proficiency, Variability, and Sociolinguistic Factors

Autor/inn/en	Montanari, Simona; Ochoa, Wendy; Subrahmanyam, Kaveri
Titel	A Longitudinal Investigation of Language Mixing in Spanish-English Dual Language Learners: The Role of Language Proficiency, Variability, and Sociolinguistic Factors
Quelle	In: Journal of Child Language, 46 (2019) 5, S.913-937 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
Schlagwörter	Bilingual Students; Preschool Children; Spanish; English; Child Language; Code Switching (Language); Language Proficiency; Language Usage; Age Differences; Sociolinguistics; Longitudinal Studies + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Spanisch; English language; Englisch; 'Children''s language'; Kindersprache; Language skill; Language skills; Sprachkompetenz; Sprachgebrauch; Age; Difference; Age difference; Altersunterschied; Soziolinguistik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	This study examines language mixing in 26 Spanish-English dual language learners over the course of their first year of preschool. The children's patterns of language choice while interacting in monolingual language contexts were analyzed at age 3;6 and 4;5 to examine: (1) whether the frequency of language mixing changed during the year; (2) whether mixing was related to proficiency as measured by utterance length and lexical diversity; and (3) whether there were different subgroups of children, among the participants, with similar proficiency and language use patterns. The results indicate that language mixing, which was low at both ages, was related to limited lexical resources only at 3;6. However, by age 4;5, language choice was more constrained by sociolinguistic variables -- children's awareness of the language prescribed by the majority culture -- than by proficiency. An exploratory cluster analysis further reveals different profiles of learners sharing similar proficiency and language mixing characteristics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01