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Code Mixing/Cross-Linguistic Influence In Bilingual Development (Cross…
Code Mixing/Cross-Linguistic Influence In Bilingual Development
Define as
Use of two languages within an utterance or within a conversation
Two Types
Intra-utterance code switching
Involves
A change occurs within same utterance
Spanglish
Inter-utterance code switching
Involves
A change occurs in two different utterances within the same conversation
Spanglish
occurs
Because their languages are not differentiated in the early stages of development
Children Code-Mixing
Bilingual Code -Mixing (BCM)
Individual Differences
How much children code-mix
Some mix A lot
Others mix a little
Mix at different rates
does not
Reflect linguistic confusion
Lack of differentiation in the child's developing language
Contributes to
Linguistic
Communicattive
Social
Culture
key points
Most BCM is grammatical
SLI Children don't display more BCM or atypical mixing
viewed as child's developing linguistic competence
BCM is a Communicative Resource
Will adapt with to monolingual social situations with time and encouragement
Patterns of language used as social behaviors and characteristics from families and communities
Professionals should familiarize themselves with pattern language and social behaviors to better understand a child's language behavior.
Reflects Cultural Identity
One Parent-One Language Rule
can result
A pattern of parental language uses only, or primarily one language with child
Method works raising children bilingually, but has yet to be proven
Also
Does not diminish code-mixing within bilingual children
Infants and Toddlers
Can
Establish two Linguistic systems
No inherent limitations on acquisition of two languages early in life.
Have
Capacity to acquire two separate languages
awareness
Clinicians/Parents
BCM is not evidence for language delay or impairment
Clinicians should provide strategies for Bilingual children to cope with challenges
Early exposure
does not cause confusion
does not lead to unique development consequences
No inherent limitation on the acquisition of two languages
Cross-Linguistics Influence
Is
Not a cause of a concern
Atypical for Bilingual children
Most BCM is grammatical
A reflection of a bilingual child's developing linguistic competence
Display the same as SLI children
Not evidence for language Delay or Impairment
Communicative Resource
adaptable to monolingual social situations with time and encouragement
Shaped by social norms/ family and community
Refection of cultural Identity
Parent/ educators
should not
reprimand for code-switching
Professionals
Familiarize themselves with patterns or language and social behavior to better undertsand
Provide positive recognition and support
affects
Linguistic Performance
Linguistic Development
Both
Reasons
Dominance Compensatory Strategy
Similarities/Phonology & Grammatical
Variations Input Child Receives
Following areas
Phonology: Parallel those of monolingual
Morphosyntax: parallel those of monolingual children acquiring language
EXCEPT
Word Order
Dropping Subjects
Copula Verbs
Clinicians
Awareness of
Potential Cross-Lingustic for determining sources for phonological and grammatical errors
might not signal speech or language disorder
might arisen because of two language contact
Which language child is dominant in
Overinterpretation
Differentiation between delay in acquisition due to cross linguistic and delay due to speech & language disorder.