Code-Switching during Shared and Independent Reading: Lessons Learned from a Preschooler

Abstract

Examines the code-switching patterns of a bilingual preschooler involved in English and German shared reading and independent reading. Finds that melodic text reduced code-switching; her view of the task influenced her code-switching; and her code-switching patterns during discussions were similar to talk outside the literacy event. Suggests qualitatively different benefits of highly predictable and literary texts for literacy/language development.

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