Qiaoya Huang
Code-switching, the practice of alternating between languages, is a common and natural occurrence in bilingual speech. It has multifaceted effects on children’s linguistics development, cognitive development, and social and communicative development. This article embarks on an in-depth exploration of code-switching among bilingual children, aiming to identify and classify the different types of code-switching observed in their speech, explore various approaches to studying code-switching, and investigate its functions in different social contexts. By synthesizing existing theoretical frameworks and empirical evidence, this article identifies three types of code-switching: intra-sentential, inter-sentential, and tag switching. It examines code-switching from multiple perspectives, including sociolinguistic, grammatical, psycholinguistic, conversational analysis, and bilingual education approaches. Bilingual children use code-switching to achieve specific communicative goals and navigate social interactions, with functions such as attracting the listener’s attention, repeating information, and adapting to new participants. This article concludes with significant implications for researchers and educators to enhance the linguistic and social proficiency of bilingual children. By empowering bilingual children to fully harness their multilingual abilities, we can facilitate their holistic development and equip them with the skills necessary to navigate a globalized world.
Pages: 38-46 | 72 Views 30 Downloads