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A Longitudinal Study of Code-Switching in English-Instructed Spanish-English Bilingual Children |
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Molly Gasior - Missouri State University
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Lindsey Hiebert - Missouri State University
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Raúl Rojas - The University of Texas at Dallas
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| SRCLD Year: |
2022 |
| Presentation Type: |
Poster Presentation |
| Poster Number: |
PS3S40 |
| Presentation Time: |
(na) |
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RATIONALE: Bilingual individuals are a growing population in the U.S., and these individuals may engage in code-switching. The current literature has inconsistencies surrounding code-switching its change over time, and its potential relationship to language attrition. This study’s purpose is to track change in code-switching in English and Spanish narrative retell language samples in English-instructed bilingual children across 6 semesters.
METHOD: Thirty-seven Spanish-English bilingual preschoolers provided narrative samples. Code-switching (words in the non-target language) was marked to analyze percentage of code-switched words over time.
RESULTS: Paired sample t-tests and effect sizes estimated in each language revealed non-significant changes and small effect sizes. Code-switching in English decreased after the first year and code-switching in Spanish varied across waves.
CONCLUSIONS: Although bilingual children did not experience a significant change in code-switching within each language, the percentage of code-switching was vastly different between languages. The systematic input of English in school may have influenced a shift from more Spanish use to more English.
Funding sources: Grant GA 2013-016 – Jerry M. Lewis, M.D. Mental Health Research Foundation; BBS Faculty Research Initiative Grant; Grant 13180 – Anonymous Donor
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