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Code-Mixing Behaviors of Sequential Spanish-English Bilingual Children: An Exploratory Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Code-Mixing Behaviors of Sequential Spanish-English Bilingual Children: An Exploratory Study./
Author:	Floehr, Sophia.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	48 p.
Notes:	Source: Masters Abstracts International, Volume: 82-02.
Contained By:	Masters Abstracts International82-02.
Subject:	Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28036808
ISBN:	9798641348742

Code-Mixing Behaviors of Sequential Spanish-English Bilingual Children: An Exploratory Study.
Floehr, Sophia.

Code-Mixing Behaviors of Sequential Spanish-English Bilingual Children: An Exploratory Study. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 48 p.

Source: Masters Abstracts International, Volume: 82-02.

Thesis (M.S.)--Bowling Green State University, 2020.

This item must not be sold to any third party vendors.

The aim of the current study was to examine changes in children's code-mixing behaviors over time and explore similarities and differences in code-mixing relative to language ability. Participants were preschool-age Spanish-English sequential bilingual children (N = 10) enrolled in a Head Start program. All participants were from predominantly Spanish-speaking homes and had negligible productive English skills when starting school. Language samples were collected during free-play at the beginning (Time 1) and end of the school year (Time 2) and code-mixed utterances were coded for frequency, type, and lexical category. To contextualize code-mixed utterances, the communication partners, locations, and topics of conversation during which code-mixing occurred were also examined. The children in the present study used more code-mixing in general at the end of the school year, inter-sentential code-mixing more frequently than intra-sentential code-mixing at both time points, and code-mixed utterances with more lexical categories at the end of the year. The two children with the highest and lowest language score were inconsistent in frequency of code-mixing from Time 1 to Time 2. Children with the highest and lowest language score were more similar in terms of intra-sentential code-mixing and code-mixed similar lexical categories at Time 2.

ISBN: 9798641348742Subjects--Topical Terms:

643551
Language.
Subjects--Index Terms:

bilingual

Code-Mixing Behaviors of Sequential Spanish-English Bilingual Children: An Exploratory Study.
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520 $a The aim of the current study was to examine changes in children's code-mixing behaviors over time and explore similarities and differences in code-mixing relative to language ability. Participants were preschool-age Spanish-English sequential bilingual children (N = 10) enrolled in a Head Start program. All participants were from predominantly Spanish-speaking homes and had negligible productive English skills when starting school. Language samples were collected during free-play at the beginning (Time 1) and end of the school year (Time 2) and code-mixed utterances were coded for frequency, type, and lexical category. To contextualize code-mixed utterances, the communication partners, locations, and topics of conversation during which code-mixing occurred were also examined. The children in the present study used more code-mixing in general at the end of the school year, inter-sentential code-mixing more frequently than intra-sentential code-mixing at both time points, and code-mixed utterances with more lexical categories at the end of the year. The two children with the highest and lowest language score were inconsistent in frequency of code-mixing from Time 1 to Time 2. Children with the highest and lowest language score were more similar in terms of intra-sentential code-mixing and code-mixed similar lexical categories at Time 2.
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