Does Exposure to Code-Switching Influence Language Performance in Bilingual Children?

Autor/inn/en	Kaushanskaya, Margarita; Crespo, Kimberly
Titel	Does Exposure to Code-Switching Influence Language Performance in Bilingual Children?
Quelle	In: Child Development, 90 (2019) 3, S.708-718 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13235
Schlagwörter	Bilingualism; Code Switching (Language); Second Language Learning; Correlation; Language Skills; Spanish; Short Term Memory; English (Second Language); Elementary School Students; Language Tests; Parent Attitudes; Verbal Ability; Cognitive Processes; Psycholinguistics; Language Processing; Barriers + Suchen Sie Ihr Suchwort? Bilingualismus; Zweitsprachenerwerb; Korrelation; Language skill; Sprachkompetenz; Spanisch; Kurzzeitgedächtnis; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Elternverhalten; Mündliche Leistung; Cognitive process; Kognitiver Prozess; Psycholinguistik; Sprachverarbeitung
Abstract	This study investigated whether the effect of exposure to code-switching on bilingual children's language performance varied depending on verbal working memory (WM). A large sample of school-aged Spanish-English bilingual children (N = 174, Mage = 7.78) was recruited, and children were administered language measures in English and Spanish. The frequency with which the children were exposed to code-switching was gathered through parent report. For children with high verbal WM, greater exposure to code-switching was associated with higher levels of language ability. In contrast, for children with lower verbal WM, greater exposure to code-switching was associated with lower levels of language ability. These findings indicate that children's cognitive processing capacity dictates whether exposure to code-switching facilitates or hinders language skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01