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This study investigates the Spanish-English code switching of 60 elementary Mexican American students in a story retelling activity. The students' story retellings were examined according to Becker's (1997) model of code switching: structural linguistic, internal psycholinguistic, and external social factors. Results suggest there is a positive relationship between code-switched story retelling, oral language usage, and enhanced narrative skills. Implications suggest that teachers explore the use of code switching in a story retelling activity as a practical way to enhance bilingual elementary students' verbal skills and reading development.

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