Chapter published in:
Variation and Evolution: Aspects of language contact and contrast across the Spanish-speaking worldEdited by Sandro Sessarego, Juan J. Colomina-Almiñana and Adrián Rodríguez-Riccelli
[Issues in Hispanic and Lusophone Linguistics 29] 2020
► pp. 212–230
Language choice and use by bilingual preschoolers
Evidence from a Spanish immersion preschool context
Carolina Barrera Tobón | De Paul University
Sung Park-Johnson | De Paul University
Jazmín Brito | De Paul University
In a Spanish-immersion preschool with a dual
population of heritage speakers (HS) and second-language learners
(L2) of Spanish, we explore the language choices students make when
their school language differs from the dominant language (English)
and factors that contribute to their language choice. Observational
data suggest students exhibit a type of interlocutor-dependent
diglossia, typically reserving English for peer interactions and
Spanish for interactions with teachers. Data from a language
elicitation task revealed that a students’ language background (L2
vs HS) is not a significant predictor of their Spanish production;
Spanish exposure proved to be the most significant factor. Case
studies confirmed these findings and further revealed the multiple
factors that make up Spanish exposure and predict students’ language
use.
Keywords: immersion, bilingualism, language choice, heritage language, Spanish in the US
Published online: 11 August 2020
https://doi.org/10.1075/ihll.29.09tob
https://doi.org/10.1075/ihll.29.09tob
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