Code-Switching during Narratives by Bilingual Children with and without Developmental Language Disorder

Autor/inn/en	Gross, Megan C.; Castilla-Earls, Anny
Titel	Code-Switching during Narratives by Bilingual Children with and without Developmental Language Disorder
Quelle	In: Language, Speech, and Hearing Services in Schools, 54 (2023) 3, S.996-1019 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gross, Megan C.) ORCID (Castilla-Earls, Anny)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Code Switching (Language); Bilingualism; Language Impairments; Developmental Delays; Spanish; English (Second Language); Young Children; Morphology (Languages); Syntax; Grammar; Language Proficiency; Nouns; Verbs; Speech Communication; Intelligence Tests; New York; Texas; Kaufman Brief Intelligence Test + Suchen Sie Ihr Suchwort? Bilingualismus; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsverzögerung; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Frühe Kindheit; Morphology; Morphologie; Grammatik; Language skill; Language skills; Sprachkompetenz; Intelligence test; Intelligenztest
Abstract	Purpose: This study examined the frequency, direction, and structural characteristics of code-switching (CS) during narratives by Spanish-English bilingual children with and without developmental language disorder (DLD) to determine whether children with DLD exhibit unique features in their CS that may inform clinical decision-making. Method: Spanish-English bilingual children, aged 4;0-6;11 (years;months), with DLD (n = 33) and with typical language development (TLD; n = 33) participated in narrative retell and story generation tasks in Spanish and English. Instances of CS were classified as between utterance or within utterance; within-utterance CS was coded for type of grammatical structure. Children completed the morphosyntax subtests of the Bilingual English-Spanish Assessment to assist in identifying DLD and to index Spanish and English morphosyntactic proficiency. Results: In analyses examining the contributions of both DLD status and Spanish and English proficiency, the only significant effect of DLD was on the tendency to engage in between-utterance CS; children with DLD were more likely than TLD peers to produce whole utterances in English during the Spanish narrative task. Within-utterance CS was related to lower morphosyntax scores in the target language, but there was no effect of DLD. Both groups exhibited noun insertions as the most frequent type of within-utterance CS. However, children with DLD tended to exhibit more determiner and verb insertions than TLD peers and increased use of "congruent lexicalization," that is, CS utterances that integrate content and function words from both languages. Conclusions: These findings reinforce that use of CS, particularly within-utterance CS, is a typical bilingual behavior even during narrative samples collected in a single-language context. However, language difficulties associated with DLD may emerge in how children code-switch, including use of between-utterance CS and unique patterns during within-utterance CS. Therefore, analyzing CS patterns may contribute to a more complete profile of children's dual-language skills during assessment. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01