Patterns of Parent-Child Code-Switching and Links to Child Language Development

Abstract

Many bilingual families code-switch (e.g., switch from one language to another) in natural environments, but little is known about its role in language acquisition or the relationship between child and caregiver code-switching. This study identified instances of code-switching (CS) in 23 23- to 36-month-old Spanish-English bilingual toddlers and their caregivers using Language ENvironment Analysis (LENA) audio-recordings during their daily interactions, then investigated the interval frequency of CS occurrence and how it was related to children’s Macarthur-Bates Communicative Developmental Inventory (M-CDI) vocabulary as well as word learning skills. Multiple linear regression models were used to investigate associations between M-CDI vocabulary (English, Spanish, and combined) and children’s age, Language Exposure Assessment Tool (LEAT) scores, child CS, mother CS, and father CS. The same factors were used to investigate associations with word learning skills (English, Spanish, and combined). Interval frequency of CS was highly variable, with a significant correlation between children and fathers’ code-switching. For the English M-CDI, LEAT scores, child CS, and mother CS were significant factors; child CS was the significant factor for the Spanish and combined M-CDIs. Child CS was also the significant factor for English word learning. Results emphasize the importance of children’s CS in language development. In contrast to historical perceptions of CS as a sign of linguistic confusion, findings suggest that CS is an indication of linguistic mastery.