Usage-based approaches to child code-switching: state of the art and ways forward

Dorota Gaskins; Antje Endesfelder Quick; Anna Verschik; Ad Backus

doi:10.1016/j.cogdev.2022.101269

Usage-based approaches to child code-switching: state of the art and ways forward

Dorota Gaskins, Antje Endesfelder Quick, Anna Verschik, Ad Backus

School of Education, Communication & Society

Research output: Contribution to journal › Article › peer-review

5 Citations (Scopus)

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Abstract

Input-output effects have been the subject of keen research for several decades in the study of monolingual acquisition from a usage-based perspective (Ambridge & Lieven, 2011). However, for bilingual acquisition, similar studies are only beginning to emerge. One major challenge for such studies is to explain why young children switch between their two languages (e.g., Ich bin ready ‘I am’ ready ) even when they hear no such switching in their input. This article reviews a strand of recent studies in children aged two to three to explain this apparent paradox. It demonstrates how the focus on one aspect of input, the child’s own prior speech, can explain how and why code-switching occurs. The article examines a range of psycholinguistic processes, showing how they drive variation in children’s use of mixed utterances. Its main contribution lies in its summative value and the recommendations made for future research in early
code-switching.

Original language	English
Article number	101269
Journal	Cognitive Development
Volume	64
Early online date	28 Oct 2022
DOIs	https://doi.org/10.1016/j.cogdev.2022.101269
Publication status	Published - Oct 2022

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Usage-based approaches to_GASKINS_Accepted2022_GOLD VoR (CC BY)Final published version, 573 KBLicence: CC BY

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Usage-based approaches to child code-switching: state of the art and ways forward

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