How Many Palabras? Codeswitching and Lexical Diversity in Spanish-English Picture Books

Abstract

Bilingual picture books have been growing in popularity, with caregivers, teachers, and researchers increasingly interested in understanding how picture books might be able to support the learning of words in two languages. In this study, we present the first evaluation of the quantity and quality of text contained within bilingual picture books in English and Spanish targeted to children ages 0–9 and available to parents in the United States. We focus specifically on a sample of codeswitching books (N = 45) which present text in one language embedded in another language. All books were transcribed and evaluated for (1) the number of words and utterances presented in each language; (2) the quality and complexity of text presented in each language; and (3) how switching occurred between the two languages. Results showed that although picture books in our sample presented predominantly English text and more complex English sentences, relatively more unique words were presented in Spanish. Furthermore, picture books in our sample presented frequent switching between languages, particularly within utterances. We suggest that bilingual picture books provide children with potentially enriching yet asymmetrical opportunities for learning in each language.

Patterns of language switching and bilingual children’s word learning: An experiment across two communities

“…2020). Some bilingual caregivers may use these bilingual books as a resource to support their child's bilingual word learning (Benitez et al, 2022).…”

Code Switching and Its Implications for Teaching in the English Language in Math Lessons by Early Childhood Education Teachers

“…The provision of English Math bilingual learning for early childhood education focused on developing value-based mathematics education is an important part of creating superior and qualified human resources. At the beginning of students' knowledge of learning, it needs to consider the ability to think critically and creatively which can be facilitated through mathematics (9,11). This policy envisions a bilingual education model implementation until there is a determination that they are proficient enough in the official language (English) to serve as the new teaching medium in which children get the permission temporarily to use their home languages as a teaching medium.…”

“…This policy envisions a bilingual education model implementation until there is a determination that they are proficient enough in the official language (English) to serve as the new teaching medium in which children get the permission temporarily to use their home languages as a teaching medium. In Bilingual education programs, there is an allowance where the communication between teachers and students is bilingual (7,(11)(12)(13). They can switch from the learners' native language to English based on their requirements.…”

“…They can switch from the learners' native language to English based on their requirements. Observations indicate that a child's basic literacy or numeracy concepts acquisition in one language will easily understand those concepts and knowledge in other languages acquired later on (11,(14)(15)(16).…”

“…Before the next autonomous learning activity, a code-switching scaffold clarifies cognitively demanding concepts or instructions. With the use of multilingualism or planned teaching, the teacher employs code-switching methodically (7,11,12,22). In excerpt 3, the teacher recognized that the phrases "plate," "table," and "yummy and delicious" may have a new meaning that the learners had not experienced previously.…”