Code-Switching Behavior of Korean-English Bilingual Teenagers
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The purpose of this study is to investigate code-switching behavior of Korean-English bilingual teenagers. More specifically this study investigates why and when the teenagers switch from one language to another. It also explores how the teenagers’ parents support their bilingual children to develop both language skills. Two Korean-English bilingual teenagers residing in Korea participated in this study. Data were collected through 27 video clips, questionnaires, and interviews. The findings of this study were as follows: 1) Teenagers used code-switching diversely as a conversational strategy as well as a learning strategy. They produced diverse code-switching utterances to carry out the situational and conversational functions. 2) The code-switching was seen mostly at the inter-sentential level when the teenagers conversed in their non-dominant language and it occurred mostly in simple sentences. Teenagers switched back to their dominant language, English from Korean quickly and inserted code-switched utterances in the English matrix sentence. 3) Parents used one person – one strategy flexibly and sensitively to develop their children’s bilingualism. Based on the findings, the present study offers some implications for bilingual education and also future studies.
Abstract
The purpose of this study is to investigate code-switching behavior of Korean-English bilingual teenagers. More specifically this study investigates why and when the teenagers switch from one language to another. It also explores how the teenagers’ parents support their bilingual children to develop both language skills. Two Korean-English bilingual teenagers residing in Korea participated in this study. Data were collected through 27 video clips, questionnaires, and interviews. The findings of this study were as follows: 1) Teenagers used code-switching diversely as a conversational strategy as well as a learning strategy. They produced diverse code-switching utterances to carry out the situational and conversational functions. 2) The code-switching was seen mostly at the inter-sentential level when the teenagers conversed in their non-dominant language and it occurred mostly in simple sentences. Teenagers switched back to their dominant language, English from Korean quickly and inserted code-switched utterances in the English matrix sentence. 3) Parents used one person – one strategy flexibly and sensitively to develop their children’s bilingualism. Based on the findings, the present study offers some implications for bilingual education and also future studies.
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