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.
Becker, R. R. (2001). Spanish-English Code Switching In A Bilingual Academic Context. Reading Horizons: A Journal of Literacy and Language Arts, 42 (2). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol42/iss2/3