Examining the Frequency, Patterns, and Functions of Code-Switching in Child-Directed Speech to Spanish-English Dual Language Learners

Abstract

This thesis examines the frequency, patterns, and discourse function of code-switching (CS) in Spanish-speaking, Latinx parents during interactions with preschoolers. Existing literature has demonstrated that parents CS with high variability, tend to CS between sentences rather than within sentences, and CS for purposes such as disciplining or teaching a new word. However, this research predominantly focuses on parents of infants and toddlers, oftentimes using only parent report. This study aims to describe the CS characteristics of parents from Latinx backgrounds through direct observation. Fifty parent-child dyads were video recorded during an 8-minute play-based interaction. Interactions were transcribed and coded for parental CS. A Matrix-Language Frame Model approach was used to analyze CS. Results suggest that parents indeed CS with varying frequency, tend to CS between sentences, and CS when questioning, directing, labeling, and describing. Results further suggest that parental language dominance (i.e. matrix language) is significantly associated with CS use.