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The code-switching behavior of three...

Min, Hui-Tzu.

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The code-switching behavior of three Mandarin-English speaking children.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The code-switching behavior of three Mandarin-English speaking children./
作者:	Min, Hui-Tzu.
面頁冊數:	239 p.
附註:	Source: Dissertation Abstracts International, Volume: 58-10, Section: A, page: 3812.
Contained By:	Dissertation Abstracts International58-10A.
標題:	Bilingual education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9812709
ISBN:	9780591634860

The code-switching behavior of three Mandarin-English speaking children.
Min, Hui-Tzu.

The code-switching behavior of three Mandarin-English speaking children. - 239 p.

Source: Dissertation Abstracts International, Volume: 58-10, Section: A, page: 3812.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1997.

This study examines the code-switching behavior of three Mandarin-English speaking preschool children over a period of four months across three different settings: home, school and play group. Data from audio- and videotaped recordings, on-site field notes, and a reflective field journal were triangulated with data from parent and teacher interviews to document the children's code-switching behavior.

ISBN: 9780591634860Subjects--Topical Terms:

2122778
Bilingual education.

The code-switching behavior of three Mandarin-English speaking children.
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245 1 4 $a The code-switching behavior of three Mandarin-English speaking children.
300 $a 239 p.
500 $a Source: Dissertation Abstracts International, Volume: 58-10, Section: A, page: 3812.
500 $a Adviser: Georgia E. Garcia.
502 $a Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1997.
520 $a This study examines the code-switching behavior of three Mandarin-English speaking preschool children over a period of four months across three different settings: home, school and play group. Data from audio- and videotaped recordings, on-site field notes, and a reflective field journal were triangulated with data from parent and teacher interviews to document the children's code-switching behavior.
520 $a A total of sixteen functions characterized the children's code-switching. Analysis of the functions revealed that the children's code-switching reflected their bilingual communicative competence rather than first language loss or second language deficiency. Their code-switching demonstrated an awareness of their interlocutors' linguistic backgrounds, reflected their ethnic and bilingual identity, exhibited their metalinguistic awareness of the two languages, showed their communicative competence, and displayed attributes similar to adults' code-switching, such as marking a change in role relationships and using code-switching for conversational purposes.
520 $a The children's code-switching patterns did not reflect their mothers' code-switching patterns. Two of the children's mothers used Mandarin more frequently than intrasentential code-switching, but their children used intrasentential code-switching more frequently than Mandarin. The other child's mother used intrasentential code-switching more frequently than Mandarin, but her child used intersentential code-switching more frequently than intrasentential code-switching. Other socializing factors, as well as the children's ability to produce code-switched utterances and discourse they had not heard before, appeared to influence their code-switching behavior.
520 $a The trio's English proficiency and their code-switching patterns exhibited a developmental trend. The more English proficient children code-switched intersententially more frequently than the less proficient child, who produced more intrasentential code-switching. The less proficient child's use of intrasentential code-switching also showed a developmental trend. He progressed from inserting English words into Mandarin to inserting English formulaic phrases.
520 $a Contrary to the researcher's expectation, physical settings did not emerge as a primary determinant of the children's language choice. Further research needs to explore the role of settings in bilingual children's use of code-switching because the children in this study tended to associate languages with participants, and the participants were relatively constant across the settings.
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650 4 $a Early childhood education. $3 518817
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773 0 $t Dissertation Abstracts International $g 58-10A.
790 $a 0090
791 $a Ph.D.
792 $a 1997
793 $a English
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