Lexical Choice and Language Selection in Bilingual Preschoolers

Autor/inn/en	Greene, Kai J.; Pena, Elizabeth D.; Bedore, Lisa M.
Titel	Lexical Choice and Language Selection in Bilingual Preschoolers
Quelle	In: Child Language Teaching and Therapy, 29 (2013) 1, S.27-39 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659012459743
Schlagwörter	Semantics; Language Impairments; Language Acquisition; Bilingualism; Language Dominance; Preschool Children; Data Analysis; Linguistic Competence; Second Language Learning; Language Usage; Code Switching (Language); Risk; English (Second Language); Spanish; Screening Tests; Incidence; Expressive Language + Suchen Sie Ihr Suchwort? Semantik; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Sprachaneignung; Spracherwerb; Bilingualismus; Sprachliche Dominanz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Auswertung; Sprachkompetenz; Zweitsprachenerwerb; Sprachgebrauch; Risiko; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Screening-Verfahren; Vorkommen
Abstract	This study examined single-word code-mixing produced by bilingual preschoolers in order to better understand lexical choice patterns in each language. Analysis included item-level code-mixed responses of 606 five-year-old children. Per parent report, children were separated by language dominance based on language exposure and use. Children were assigned to a no-risk or at-risk for language impairment group based on individual performance from an English-Spanish screening battery. Data analysis compared the prevalence, frequency, and accuracy of code-mixed responses on expressive semantic items across participants' language dominance and risk status. Language dominance and risk status impacted children's code-mixing patterns. The correct number of code-mixed responses on the English screener was influenced by risk status, whereas language dominance determined the number of correct code-mixed answers on the Spanish screener. Lexical choice and language selection depend on linguistic knowledge and skill. During this emergent stage of bilingualism, preschoolers demonstrate the use of code-mixing as a compensatory strategy to fill lexical gaps. Consistent with previous studies, findings indicate that code-mixing necessitates linguistic competence in more than one language. (Contains 3 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10