Filling Lexical Gaps and More: Code-Switching for the Power of Expression by Young Bilinguals

Autor/inn/en	Tulloch, Michelle K.; Hoff, Erika
Titel	Filling Lexical Gaps and More: Code-Switching for the Power of Expression by Young Bilinguals
Quelle	In: Journal of Child Language, 50 (2022) 4, S.981-1004 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tulloch, Michelle K.) ORCID (Hoff, Erika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000922000307
Schlagwörter	Bilingualism; Code Switching (Language); English (Second Language); Spanish; Second Language Learning; Second Language Instruction; Language Proficiency; Individual Differences; Language Usage; Longitudinal Studies; Audio Equipment; Vocabulary Development; Predictor Variables; Preschool Children; Native Language; Language Dominance; Parent Attitudes + Suchen Sie Ihr Suchwort? Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Individueller Unterschied; Sprachgebrauch; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Audio-CD; Wortschatzarbeit; Prädiktor; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sprachliche Dominanz; Elternverhalten
Abstract	In this preregistered, longitudinal study of early code-switching, 34 US-born, Spanish-English bilingual children were recorded with a bilingual family member at 2;6 and 3;6, in Spanish-designated and English-designated interactions. Children's Spanish and English expressive vocabulary and their exposure to code-switching were measured through direct assessment and caregiver report. The children code-switched most frequently at speaker changes; within-turn and within-utterance codeswitching were rare. By 3;6, switches to English were significantly more frequent than switches to Spanish. At both ages, Spanish proficiency was a negative predictor of the frequency of switching to English, but children's degree of English dominance uniquely explained additional variance. Thus, children appear to code-switch not merely to fill gaps in their weaker language but to maximize their expressive power. Neither individual differences in exposure to code-switching nor in the interlocutors' language proficiency were consistently related to the children's rate of code-switching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01