This qualitative study investigates the code-switching patterns of my daughter, a bilingual preschooler (age 2 to 2:8 years) who is being raised to speak two languages simultaneously. I focus on her code-switching when she was involved in English and German shared reading (reading with an adult) and independent reading (solo readings before the reader is able to break the printed code). I compare her code-switching interactions during reading events with activities outside the reading events. Results indicate that (a) melodic text reduced code-switching, (b) her view of the tasks influenced her code-switching, (c) her code-switching patterns during discussions were similar to talk outside the literacy event. These findings suggest qualitatively different benefits resulting from the use of highly predictable and literary texts for the literacy and language development of bilinguals. I interpret the findings in light of current controversies in bilingual education and the literacy field.
|Original language||English (US)|
|Number of pages||30|
|Journal||Research in the Teaching of English|
|State||Published - Aug 1 2000|
ASJC Scopus subject areas
- Language and Linguistics
- Linguistics and Language