Using the sequential analysis developed by Auer(1984,1995), this paper attempts to show how young Korean-English bilingual schoolchildren employ codeswitching to organize their conversation. Auer's distinction between participant-related and discourse-related codeswitching proved to be useful in revealing that the children employ codeswitching to negotiate the language for the interaction and accommodate other participants' language competences and preferences, as well as to organize conversational tasks such as turn-taking, preference marking, repair and bracketing of side-sequences. Contrary to the assumption that codeswitching is evidence of linguistic deficit in bilingual speakers, the sequential analysis suggests that codeswitching is used as an additional resource to achieve particular conversational goals in interactions with other bilingual speakers.
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