Context Matters: Code-Switching in Bilingual Parent–Child Interactions

Aims and Objectives/Purpose/Research Questions: The current study addressed three research questions: (a) whether the frequency of bilingual parent and child code-switching fluctuated across two different contexts; (b) whether there would be an association between parents’ code-switching behaviors and parents’ self-reports of code-switching; and (c) whether children’s language ability influenced patterns of code-switching for both parents and children. Design/Methodology/Approach: We investigated parent and child code-switching behaviors in 44 Spanish–English parent–child ( Mean age = 62.3 months, SD = 6.96) dyads. Dyads interacted in two contexts: free play and parent-mediated word learning. Data and Analysis: Language samples were transcribed and coded for within- and between-utterance code-switching to measure the frequency of code-switching. Parents estimated their own code-switching frequency using a Likert-type scale. Children’s language ability was measured using standardized language assessments across both Spanish and English. Data were analyzed in the generalized linear model framework with Zero-inflated Poisson regression. Findings/Conclusions: Both parents and children code-switched more during free play than during word learning. Children’s language ability did not affect their own code-switching but did influence parents’ behavior in word learning, where parents were more likely to code-switch as children’s language ability increased. Parents’ self-reported code-switching frequency aligned with observed code-switching behaviors. Originality: The present study addresses current gaps in the literature by examining spontaneous language use in naturalistic parent–child interactions in two distinct contexts, comparing direct observations of parents’ code-switching to parent reports of their own code-switching, and accounting for variation in language ability and its influence on code-switching patterns. Implications: These findings highlight the importance of context and children’s language ability in shaping code-switching behaviors in parent–child interactions.