Code-switching in the narratives of dual-language Latino preschoolers

Halpin, Emily; Melzi, Gigliana

doi:10.1080/13670050.2018.1553928

Cited by 12 publications

(15 citation statements)

References 45 publications

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“…Desde la investigación sobre la enseñanza de segundas lenguas en contextos bilingües también se han utilizado los álbumes sin palabras como instrumento didáctico (Hu et al, 2018;Schick, 2015). Entre estos estudios se encuentran los que valoran su eficacia para la enseñanza de lenguas (Louie y Sierschynski, 2015) y aquellos que los utilizan como un medio para obtener datos (Halpin y Melzi, 2021). La revisión de estudios empíricos realizada por Arizpe y Ryan (2018) concluye que los álbumes sin palabras son valiosos en el aprendizaje de idiomas porque permiten desarrollar estrategias metacognitivas y un pensamiento metalingüístico.…”

Section: Investigaciones De Intervención Educativaunclassified

El álbum sin palabras como recurso educativo transversal: Revisión y análisis del estado de la cuestión

Castillo

2022

Rev. Electr. Educare

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Introducción. El álbum sin palabras se caracteriza por una concepción artística y visual que tradicionalmente se ha asociado con la primera infancia. Sin embargo, la evolución y complejidad de los álbumes sin palabras reclaman un público lector de todas las edades que asuma un papel extraordinariamente activo. La necesaria implicación de las personas lectoras, su desarrollo editorial y su capacidad para trascender barreras lingüísticas han despertado el interés de la investigación. Objetivo. La finalidad de este artículo es presentar una revisión bibliográfica sobre el estudio y la utilización del álbum sin palabras como recurso educativo. Análisis. La revisión del estado de la cuestión que se presenta muestra su trayectoria desde los años 70 del siglo XX desde un criterio holístico. Así, se organiza y analiza la bibliografía académica y se incide en los trabajos recientes de intervención educativa más representativos. Resultados. La diversificación de las líneas de investigación actuales refleja la transversalidad del álbum sin palabras. Sus resultados revelan su idoneidad para integrar contenidos y competencias, entrelazar disciplinas, atender necesidades educativas especiales y desarrollar ejes curriculares transversales como la educación intercultural. Conclusiones. Las implicaciones del análisis evidencian también el problema de la excesiva instrumentalización del álbum cuando se prescinde de su naturaleza artística y la dificultad para transferir los resultados de la investigación a las aulas. Finalmente, se recomiendan otras líneas de investigación, como estudios que examinen las creencias y actitudes del personal docente y trabajos que contemplen las nuevas tendencias editoriales, como los álbumes de no ficción sin palabras.

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Section: Investigaciones De Intervención Educativaunclassified

El álbum sin palabras como recurso educativo transversal: Revisión y análisis del estado de la cuestión

Castillo

2022

Rev. Electr. Educare

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“…As for children's linguistic experience, a few studies have demonstrated that children's CS conforms to the same grammatical constraints and principles as that of adults (Cantone, 2007;Gutiérrez-Clellen et al, 2009). Studies have found support for Myer-Scotton's MLF model (Paradis et al, 2000;Pert & Letts, 2006), Poplacks's Free Morpheme and Equivalent Constraints (Gutiérrez-Clellen et al, 2009;Halpin & Melzi, 2018), and MacSwan's Minimalist Approach (Cantone, 2005). As in studies on adult CS, violations of CS constraints, for example, the Government and Functional Head Constraints, have been reported (Cantone, 2005;Müller & Cantone, 2009).…”

Section: Codeswitching In Bilingual Children and Grammatical Constraintsmentioning

confidence: 99%

“…The high frequency of single N switching has been widely attested in corpus data and is extensively discussed in the CS literature (e.g. Halpin & Melzi, 2018;Myers-Scotton & Jake, 2014). The ease of single N switching may be attributed to several factors.…”

Section: Grammatical Constraints On Cs In Both Languagesmentioning

confidence: 99%

Codeswitching within prepositional phrases: Effects of switch site and directionality

Soesman

Walters

2021

International Journal of Bilingualism

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Aims and Research Questions: Codeswitching (CS) was investigated among English-Hebrew bilingual preschool children in a sentence repetition task focusing on switching at different points in prepositional phrases (PPs). We asked the extent to which sentence repetition accuracy differed (1) as a function of the switch site in the PP and (2) as a function of directionality, English-to-Hebrew versus Hebrew-to-English CS. Design/Methodology: English/first language (L1)-Hebrew/second language (L2), sequential bilingual children ( N = 65), ages 5;5–6;5, participated. Thirty-six English and 36 Hebrew stimulus sentences were matched for semantic content and syntax. English stimulus sentences contained switches to Hebrew; Hebrew stimuli contained switches to English. Six ‘switch’ conditions were examined: a single codeswitched noun (N), a determiner–noun switch (DET+N), a codeswitched preposition (P), a preposition–determiner switch (P+DET), a switch of the entire PP (P+DET+N), and a no-switch condition. Data and Analysis: Audio recordings were transcribed and coded. Full sentence repetition was coded as correct/incorrect. The number of errors and the proportion of CS errors were computed. A 6 × 2 repeated-measures analysis of variance examined the effects of switch site within the PP and directionality (L1-to-L2 versus L2-to-L1). Findings/Conclusions: Accuracy was highest for the non-switched, N, and P+DET+N conditions. Accuracy was lowest for DET+N switches in English sentences, and for P switches in Hebrew sentences, and these two conditions showed the highest proportion of CS errors. The findings show evidence for a hierarchy of processing costs and directionality differences, which are interpreted in terms of contrastive typological features, particularly definiteness marking in the two languages, English by a free morpheme, and Hebrew by a bound clitic.

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“…A commonly observed and salient feature of dual-language learners' discourse across the life span is the code-switching phenomenon: the ability of multiple-language learners to switch back and forth between different languages within the same conversation, incorporating words, phrases, or passages that originate from another language into an ongoing conversation (Poplack, 2001). Although code-switching has been investigated for decades, it remains unclear to what extent code-switching in young dual-language learners should be interpreted as a linguistic compensatory mechanism to bridge linguistic gaps or a shaping mechanism to make communication fluent or particularly appropriate to a situation (Ervin-Tripp & Reyes, 2005;Halpin & Melzi, 2021;Vu, Bailey & Howes, 2010;Yow, Tan & Flynn, 2018). Traditionally, code-switching in preschoolers has been assumed to be primarily a strategy for bridging lexical and syntactic gaps in one linguistic system with already acquired structures from the other system (Montanari, Ochoa & Subrahmanyam, 2019;Paradis & Nicoladis, 2007;Smolak, de Anda, Enriquez, Poulin-Dubois & Friend, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Over the preschool years, as duallanguage skills and cognitive abilities increase with age, code-switching presumably develops into a communicative tool as an expression of pragmatic competence (Raichlin, Walters & Altman, 2019;Vu et al, 2010). Although, this assumption has not yet been subject to rigorous empirical testing, recent studies indicated that already in preschoolers' speech, code-switching is rather a sign of linguistic strength than weakness (Yow & Patrycia, 2015), implemented for similar purposes as those found in older children, adolescents, and adults (Auer, 1995(Auer, , 1998Halpin & Melzi, 2021).…”

Section: Introductionmentioning

confidence: 99%

Language proficiency predictors of code-switching behavior in dual-language-learning children

Tenés

Weiner-Bühler²,

Volpin³

et al. 2023

Bilingualism

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Code-switching, switching between different languages within the same conversation, is a prominent feature in bilingual communication. This study aimed to elucidate to what extent the linguistic abilities and age of dual-language-learning preschoolers influence the frequency and purposes of code-switching (compensatory, to bridge linguistic gaps; preferential, to express content as fluently as possible; pragmatic, to phrase something appropriately for the situation). Parental code-switching ratings of 101 German/French–Turkish/Italian dual-language learners aged 32–78 months were analyzed. Generalized linear mixed models revealed positive but no negative effects of societal- and heritage-language skills on children's code-switching frequencies independent of switching purposes and with no evidence of age effects. Hence, code-switching across the preschool age mainly reflects high linguistic competences. Models with linguistically and psychometrically parallelized language scores indicated a strong switching tendency toward the societal language when proficiency in both languages is high, and away from the societal language when language proficiencies are low.

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Code-switching in the narratives of dual-language Latino preschoolers

Cited by 12 publications

References 45 publications

El álbum sin palabras como recurso educativo transversal: Revisión y análisis del estado de la cuestión

El álbum sin palabras como recurso educativo transversal: Revisión y análisis del estado de la cuestión

Codeswitching within prepositional phrases: Effects of switch site and directionality

Language proficiency predictors of code-switching behavior in dual-language-learning children

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