Key points are not available for this paper at this time.
As the student population of countries such as Australia and the United States continues to become increasingly diverse, speech-language pathologists (SLPs) serving school-age populations repeatedly face the challenge of how to best assess those whose primary language is not English. Communication can be a barrier for many non-English or limited English-speaking students. One way of overcoming this barrier is for bilingual students to employ code switching. Unfortunately, not all SLPs are aware of what role code switching plays in second language acquisition. Code switching (intersentential alternation) or code mixing (intrasentential alternation) can be evidenced along the entire continuum of proficiency. A better understanding of the inter-relationship of dual languages use is warranted. A field-based study in an English as a second language (ESL) classroom was performed. Instances of code switching and code mixing were analysed according to classroom language functions (i.e., pragmatic) and for syntactic features. A discussion of the different types of language functions specific to code switching and code mixing are presented. the syntactic features of the code-mixed utterances are also presented.
Alejandro E. Brice (Sat,) studied this question.